Author Description

This is the inaugural issue of the Journal of the Western Institute for Social Research (WISR). This issue's theme is "multiculturalism." Included are articles on such topics as: multicultural therapy, ethnographies of learning, Chinese learners working in groups, the role of language in multicultural relationships, as well as the role of language in indigenous education among the Omaha people, and action-oriented research methods to pursue racially and ethnically inclusive historical analyses. Articles were the result of the inquiries of faculty, students and alumni of the Western Institute for Social Research (WISR). Articles in this issue: Multicultural is WISeR (by John Bilorusky, PhD and Cynthia Lawrence, PhD); Multicultural Therapy (by Heather Watkins); A Historian's Reflection on Action Research (by Zak Kondo, PhD) Foundations of a Quiet Rebel (by Jake Sloan) Ethnographies of Learning (by David Hough, PhD) Looking Through Heritage Lens (by Osahon Chris Eigbike, PhD) Chinese Learners Working in Groups (by Steven Fletcher, PhD) The Importance of Cultural Interpretation of Marriage (by Ana Y) The Role of Language in Indigenous Education (by Dennis Hastings, PhD and Margery Coffey, PhD) Why We Teach Racism and Prejudice (and How We Can Stop) (by David Hough, PhD) Insider's Perspective on the Biracial Community (by Sevgi Fernandez) All Relationships and Therapy Are Multicultural-Family and Cross-Cultural Complications (by Ronald Mah, LMFT, PhD) Since 1975, WISR has successfully supported the creative, community involvement efforts of hundreds of adult learners--through its highly personalized, socially progressive and interdisciplinary BS, MS and EdD programs. WISR students and the communities with which they are involved, reflect great geographic, intellectual and cultural diversity. WISR's extraordinary students and faculty together have created a dynamic and inquiring learning community where "Multicultural is WISeR." Celebrating its 40th Anniversary in 2015, W