Section archive - Multiculturalism & Diversity
Page 4/23 229 items
This article aims to describe pedagogical practices used by teacher educators who prepare teachers to be culturally responsive. The authors, who are teacher educators themselves, recognize the challenges associated with teaching about issues of diversity and facilitating preservice teachers’ (PSTs) acquisition of culturally relevant pedagogy. The authors integrate between culturally relevant pedagogy and a framework for diversity awareness and identity development. They are interested in supporting teacher educators who yearn to prepare culturally responsive PSTs. They focus on three practices for preparing teachers who are culturally responsive: establishing a positive classroom learning environment, implementing purposeful learning activities and providing appropriate field experiences with a focus on diversity.
Updated: Nov. 01, 2017
Sexualities of Initial Teacher Education Applicants in the Republic of Ireland: Addressing the Hidden Dimension of Diversity in Teaching
The present paper examines initial teacher education (ITE) students’ sexual orientations and the intersections of students’ sexualities, socio-demographic backgrounds and career motivations. The findings reveal that although LGBT people experience considerable covert and overt social, institutional and religious barriers when applying for and entering ITE programmes in Ireland, they are highly motivated and committed to a teaching career. Their strong desire to change the of young people, together with their personal experiences of schooling uniquely position them to challenge and disrupt heteronormativity and sexual discrimination in schools and in ITE.
Updated: Oct. 18, 2017
This article examines the barriers to accessing teacher education for students from excluded groups both theoretically and in practice – using two examples: one in the North West of England and the second in Queensland, Australia. The findings reveal that expanding the diversity of the teaching profession is an important way in which higher education (HE) institutions can contribute to the overall goal of widening participation in HE as schools are fundamental to shaping who participates in HE. As the gap between the rich and poor widens, the authors argue that it is time for a change in the way potential student teachers access HE and the curriculum if we are to address the needs of under-represented learners.
Updated: Sep. 13, 2017
This study aims to examine in-service teachers’ readiness for using differentiated instruction (DI) strategies and perceived challenges in its implementation. The results indicate that teachers generally held positive attitudes towards the use of differentiated strategies. However, there seemingly is still a struggling paradigm shift from teacher-centred to learner-centred curriculum in the Confucius heritage classrooms whilst teachers facing a range of obstacles that hampered DI practice.
Updated: Aug. 09, 2017
Education assumes the existence of diversity. Management of diversity in education reflects the dilemma between one need and another, when both are necessary. The tension between the inherent tendency of organization to reduce diversity and the educational aspiration to actualize individual potential is considered here to be the heart of the educational challenge, and the analysis and discussion of its implications for the management of education is the main intention of this discussion.
Updated: May. 28, 2017
Preparing Teachers as Allies in Indigenous Education: Benefits of an American Indian Content and Pedagogy Course
This research explores relationship building and improvements in knowledge, skills, and dispositions of pre-service teachers enrolled in an Indigenous education content and pedagogy methods course. The study shows significant gains made by pre-service teachers in each of the target areas, and affirms that methods coursework in American Indian education can lead to more interculturally competent teacher candidates.
Updated: May. 14, 2017
“That Fuego, that Fire in their Stomach”: Academically Successful Latinas/os and Racial Opportunity Cost
This article discusses the racial opportunity cost of academic achievement for Latina/o students who graduated from urban high schools and participated in a larger study of 18 high-achieving students of color. The article focuses on the ways the school context influenced their success. Interviews with the seven Latina/o participants reveal that while the original findings encompassed their perspectives, there were additional dimensions to their experiences that expanded the notion of racial opportunity cost.
Updated: Mar. 29, 2017
Making It Better for Lesbian, Gay, Bisexual, and Transgender Students through Teacher Education: A Collaborative Self-Study
In this self-study, two educators – a university professor and a classroom teacher, who facilitated a workshop titled “Sexual Diversity in Secondary Schools” in a faculty of education in a mid-sized Ontario city – reflect on the feedback provided by teacher candidates on workshop evaluation forms in relation to their experiences as teacher educators delivering the workshops. The authors conclude that the two-hour Sexual Diversity in Secondary Schools workshop that they presented in a Bachelor of Education program is one example of how LGBT issues might be taught to teacher candidates. Through this self-study, they came to better understand their students and ourselves. They discovered that teacher candidates are increasingly receptive to discussion of LGBT issues, particularly when portrayed in a manner that is respectful and open.
Updated: Jan. 15, 2017
Teachers’ Beliefs of Behaviors, Learning, and Teaching Related to Minority Students: A Comparison of Han and Mongolian Chinese Teachers
This study surveyed the beliefs of behavior, learning, and teaching that the mainstream Han and minority Mongolian Chinese teachers in the same school contexts hold about their Mongolian Chinese students. It found that the two groups agreed that teachers’ inadequate planning and management were the major sources of their students’ behavior problems while students’ home backgrounds, abilities, and efforts explained their learning failure or success. Both believed that students’ emotional and social problems were more important than their learning problems for them to attend to, and their expertise in helping students develop self-worth was more important than their expertise in curriculum and pedagogy.
Updated: Jan. 02, 2017
This article aims to explore the theoretical structure of what the authors call multicultural apprenticeships in teacher education. This structure is drawn from decades of scholarship and research in teacher education, in general, and in preparing teachers for diversity, in particular. It is further situated within the authors' own work in an Early Childhood Education Masters in Education program and their commitments to preparing teachers to support diverse populations of children.
Updated: Jan. 02, 2017