Section archive - Multiculturalism & Diversity
Page 23/23 229 items
Students of Colour as Cultural Consultants: A Self-study of Race and Social Justice Issues in a teacher Education Programme
This paper documents our learning over a 3-year period from students of colour in our M.Ed. certification programme. Students of colour are always a minority (8% to 20%) in our programmes. Despite a variety of efforts, these students continued to complain that we were not meeting their needs or dealing adequately with diversity issues. The students of colour became our cultural consultants as we talked about their perceptions of our teaching and the programme.
Updated: Jan. 27, 2008
This paper reports a self-study of three faculty of colour engaged in teaching a special summer session geared to recruiting people of colour to teaching. Given our past experiences in institutions of higher education, we recognised the unique situation and potential of faculty of colour teaching a class made up almost exclusively of students of colour. We analysed our own reflective writings constructed while teaching the course. Using an emergent grounded research approach to data analysis, we identified common themes, and reconciled ambiguous information until a synthesis was achieved.
Updated: Jan. 27, 2008
Preservice Teachers' Perceptions of Culture in Early Care and Education Programs on a Native American Indian Reservation
The authors studied the perceptions of early childhood education preservice teachers versus in-service teachers regarding family and community culture on two Indian reservations in Montana. The observations were conduced at three day care centers and the teachers were then asked to fill out interview questionnaires. Findings indicate that the preservice teachers struggled with the difference between infusing culture into curriculum and delivering curriculum in a culturally responsive context.
Updated: Jan. 24, 2008
The article examines the deficit model in which indigenous students are still positioned between an image of what they once were as disadvantaged and what they are supposed to become in the process of school and university. The study describes the messages received by the indigenous students both inside and outside the classroom, when they fall behind the rest of the class. It suggests methods of addressing the cross cultural relations that do not position indigenous people in deficit to non-indigenous people.
Updated: Jan. 14, 2008
The article examines a study into early childhood education in Singapore regarding language and literacy development, given its importance to subsequent academic achievement. 79 teachers of 4-6 year-old children were surveyed. Findings indicate that almost all teachers viewed their primary goal as fostering the children's ability to communicate and express themselves.
Updated: Jan. 09, 2008
Getting World English Speaking Student Teachers to the Top of the Class: Making hope for ethno-cultural diversity in teacher education robust
The article explores the problem of the education and retention of world English speaking student teachers due to the diversity of multiculturalism in Australia. The study explored issues concerning world English student teachers from minority (Asian Pacific) immigrant background and found that the student teachers experienced a pedagogical gap between their teacher education and being 'Australian teachers,' between the hopes and happening in their teacher education programs; their practicum; the complexities of student behaviour management; the English language difficulties of their teacher educators, and most importantly the marginalisation of their language and thus their knowledge of education.
Updated: Jan. 09, 2008
Working with Communities to Explore and Personalize Culturally Relevant Pedagogies: Push, Double Images, and Raced Talk
The article explores and makes concrete the ways in which cultural and political knowledge can be explored, understood, and personalized as prospective teachers begin to develop culturally relevant approaches. The authors describe how a group of African American prospective teachers begin to develop bicultural competency and personalize cultural and political knowledge in order to develop culturally relevant pedagogies.
Updated: Jan. 07, 2008
The Cooperating Teacher I's : Effective Mid-Lesson Responses to Student Teachers' Critical Teaching Incidents
Ignore, intervene, interject, interact, interrupt and intercept are the 6 alternative I's used by experienced teachers as strategies, when lesson implementation becomes difficult. The strategies can be taught or made more explicit by cooperating teachers. The article includes a summary of research about cooperating teachers and their feedback practices, as well as a description of behaviors that have proven to be ineffective in response to difficult situations.
Updated: Dec. 18, 2007
The article discusses the Culturally Responsive Teaching Self-Efficacy Scale (CRTSE) and the Culturally Responsive Teaching Outcome Expectancy (CRTOE), which were developed and administered to a sample of preservice teachers in the Midwest. Outcomes suggest greater teacher efficacy in the ability to help students feel important and develop positive, personal relationships, than in their ability to communicate with English Language Learners.
Updated: Dec. 11, 2007