Search results for: Diversity
Page 1/6 52 items
This study examines how prospective teachers (PTs) perceive social justice in K-12 mathematics. The author argues that the framework of What, Who, How serves as a tool to understand prospective teachers’ views, to navigate a broad range of literature on social justice mathematics, and a means of informing the practice of teachers and teacher educators. The author claims that the WWH may help identify views that are more easily accepted by PTs.
Updated: Nov. 18, 2018
This study aims to examine preschool teachers' beliefs about linguistic diversity using a Q methodology. The findings reveal that the teachers were highly supportive of linguistic diversity and multilingual practices. The findings indicate that the participants saw opportunity rather than difficulty: they believed that interacting with diverse classmates gives young children the chance to develop tolerance, cooperation, and multicultural awareness.
Updated: Oct. 21, 2018
This article aims to examine how sociopolitically conscious teacher educators tailor preparation for teachers of color. The results showed that teacher educators’ pedagogy for teacher candidates of color was characterized by three binding mindsets and practices: 1. The authors found that teacher educators made an intentional choice to work as a change agent for communities of color. 2. The authors also found that teacher educators challenged sociocultural barriers to the academic and professional achievement of teachers of color. 3. It was also found that teacher educators implemented constructivist approaches as an instructional bridge to prepare teacher candidates of color to work with culturally and linguistically diverse students.
Updated: Oct. 18, 2018
This paper highlights two key problems of practice the author faced as the instructor of an elementary literacy methods class for Teach for America corps members in a large, northeastern city during an era characterized by strict state and district control: the deficit perspectives the corps members held of their students and the lack of autonomy they experienced as educators. The author concludes by discussing the implications of this work with particular attention to (1) how various institutions frame teaching and learning, (2) the role of methods courses in interrupting these frames, and (3) the pedagogical possibilities inherent in doing so for both students and teachers.
Updated: Aug. 13, 2017
It Takes Courage: Fostering the Development of Critical, Social Justice-Oriented Teachers Using Museum and Project-Based Instruction
This article describes development of an educational setting which fosters critical, social justice practices of teachers. Through course readings, museum visits, focus group discussions, and reflections on clinical observation experiences, preservice teachers developed a fictitious educational setting that incorporates critical, social justice practices and privileges the experiences and cultural backgrounds of all K-12 students. The authors developed recommendations for how future educators problematized ideas of courage, race, and diversity in developing the setting.
Updated: May. 02, 2016
Inclusive Education: Pre-service Teachers' Reflexive Learning on Diversity and Their Challenging Role
In this article, two teacher educators from Australian universities explored reflexive practices in preparing pre-service teachers for their complex teaching roles in the twenty-first century. Findings revealed that reflexive learning was a key mediating strategy in expanding the participants' consciousness. Participants engaged in confronting assumptions, raising awareness of diverse learning needs and critiquing social justice principles and equity issues.
Updated: Nov. 24, 2014
This article provides a deeper understanding of critical mass, a concept that has become central in litigation efforts related to affirmative action admissions policies that seek to further the educational benefits of diversity. The authors demonstrate that the concept of critical mass requires an understanding of the conditions needed for meaningful interactions and participation among students, given the particular institutional context. To highlight this contextual definition of critical mass, they offer the term dynamic diversity and outline four main components of dynamic diversity that institutions can attend to.
Updated: Aug. 21, 2014
This article reviews 17 studies, which investigated course delivery methods for preparing special education teachers. This analysis led to the emergence of five themes: (a) established needs, (b) effectiveness, (c) logistics, (d) instructional methods, and (e) critical factors.
Updated: Jun. 25, 2014
The author argues that enrollment of a diverse student body is but a pragmatic first step toward the broader social goal of inclusion. She also asks whether motives for campus diversification are aligned with pedagogic goals. She addresses this question by focusing on inclusion, namely, organizational strategies and practices that promote meaningful social and academic interactions among students who differ in their experiences, views, and traits.
Updated: Jun. 25, 2014
“So, Where Do They Fit In?” Teachers’ Perspectives of Multi-Cultural Education and Diversity in Singapore
The authors examined secondary school teachers’ perceptions of diversity and multicultural education in Singapore.Findings indicate that although a majority of the participants based their conceptions of diversity primarily through racial categories codified by the state, a few teachers recognized nuanced, overlapping, and overlooked markers of identity that are challenging notions of diversity in Singapore and elsewhere.
Updated: Nov. 03, 2011