Search results for: Multicultural education
Page 1/10 99 items
Pre-service teachers' understanding of culture in multicultural education: A qualitative content analysis
As culture is the core concept in multicultural education, this paper focuses on teachers' understanding of culture, which is a factor in implementing multicultural education successfully. The present study investigates 231 generalist and bilingual pre-service teachers’ definitions of culture and whether or not there is a difference in the number of descriptors used by the groups. To analyze the data collected through a survey, the author conducted a qualitative content analysis and then ran a 2 × 2 factorial ANOVA. Although there is no statistical difference between the groups, bilingual pre-service teachers showed a deeper understanding of culture.
Updated: May. 08, 2022
Diversity as the new normal and persistent constructions of the immigrant other – Discourses on multicultural education among teacher educators
The aim of this study was to explore the role of social justice in multicultural education taught in teacher education. The study investigated discourses on multicultural education among Finnish teacher educators, and the subject positions constructed in them. Discourse theory analysis revealed six discourses on multicultural education, ranging from conservative to liberal and critical, with liberal discourses having the most articulations. Although Finnish teacher education has taken steps towards social justice, the results also highlight racialisation and the subject position of the immigrant Other as themes that need to be challenged to prevent the reproduction of inequalities in teacher education.
Updated: Mar. 13, 2022
“A Learning Process Versus a Moment”: Engaging Black Male Teacher Education Candidates in Culturally Sustaining Pedagogy at Jackson State University
This qualitative case study provides a deep dive into a teacher education program at Jackson State University, a Historically Black University (i.e. HBCU) located in Mississippi that is intentionally preparing Black men teacher candidates to successfully support the academic achievement of students in culturally diverse, low-income, and underserved schools.
Updated: Oct. 26, 2021
This study, based on a corpus of interviews with student primary school teachers engaged in a two-year programme of initial teacher education in France, investigates their readiness to meet the challenges of the multicultural classroom. Their attitudes towards the cultural and linguistic diversity of their classrooms, and their capacity to go beyond simply ‘managing’ the situation are analysed. The results suggest that without major changes in approach at the levels of teacher education, schools administration and within schools themselves; the rich possibilities to develop positive attitudes to inclusion and interculturality offered by the presence of plurilingual and pluricultural children in primary school classrooms will continue to be overlooked.
Updated: Jul. 14, 2021
Exploring Linguistic Diversity From the Inside Out: Implications of Self-Reflexive Inquiry for Teacher Education
With a burgeoning U.S. population of emergent bilingual learners and others who use nondominant language forms, the need for language knowledge among teachers is acute. Beginning from the inside out by examining one’s own complex language uses may be a first step toward envisioning and later developing classroom cultures that support diverse language forms for diverse purposes. In all, 262 undergraduate education students used self-reflexive inquiry, documenting ways they and others use language, through language inventories, surveys, and essays. Participants were majority students of color, half bilingual. Students reported awareness of rich diversity and nuances of language uses, purposes, and fluidity across contexts. Although students often used a formal/informal contrast to describe language uses, this distinction was complicated. Understandings of language surfaced in writing as students engaged with linguistically diverse peers and situated their linguistic repertoires in sociopolitical context. Drawing on results and students’ reflections on the writings as tools, we offer implications for teacher education.
Updated: Jun. 28, 2020
To date, though many studies have investigated how teachers and teacher educators in general develop their professional identities, scant attention has been paid to that complex process of “transnational” teacher educators. To begin to close this research gap, this collaborative autoethnographic study examines how the authors develop their teacher educator identities through teaching a diversity course in the United States as transnational teacher educators from China and South Korea. The findings reveal that their transnational backgrounds (e.g., speaking English as a second language and holding particular cultural beliefs) initially challenged their identity development, but their continuous teaching and learning within a supportive institutional context turned the marginality of their transnational backgrounds into professional assets. The research findings can extend our understanding of teacher educators’ identity development. The study also suggests practical implications for teacher education programs to create an inclusive and supportive professional community in which all teacher educators may grow.
Updated: Feb. 23, 2020
International mobility and cultural perceptions among senior teacher educators in Israel: ‘I have learned to suspend judgment’
The aim of the study was to explore the motives underpinning career mobility, and the impact of such mobility on changing the perceptions of senior teacher educators from Israel who have experienced cross-cultural professional transitions during the mid-career stage. A thematic analysis of five interviewees’ retrospective narratives highlighted three motives driving career mobility: the opportunity for professional development; the joy of adventure and challenge; and the need to bring about a fundamental change in their careers. In addition, two categories of changes in perceptions that occurred following international mobility were mapped: (a) pluralistic perceptions in a multicultural higher education environment, and (b) culture of learning among the younger generation. The discussion raises similarities and differences between the findings and the literature on career mobility in higher education.
Updated: Jan. 13, 2020
“I question America…. is this America?” Learning to view the civil rights movement through an intersectional lens
This qualitative case study investigates how two preservice elementary teachers crafted narratives of Black women in the Civil Rights Movement using an intersectional lens. Using Black feminism and Black critical patriotism as theoretical frameworks, the authors examine the process in which preservice teachers attempted to construct historical narratives using Crenshaw’s framework of intersectionality. The preservice teachers used this framework to examine the intersecting identities and resulting experiences of women in the past and present in order to present a more complex narrative of the Civil Rights Movement to elementary students. This study is important because it helps preservice teachers and their students become conscious of the ways in which different people experience(d) the world based on intersecting identities as a way to promote empathy and critical citizenship.
Updated: Dec. 02, 2019
This article describes a self-study partnership between the authors, Tom and Deb, two teacher educators from different institutions. The partnership between the authors began with discussions about shared interests and shared dilemmas in teaching multicultural education content at their respective universities. Over a 2-year period of time, they began to look closely at Tom’s experiences integrating mindfulness into his instruction, which resulted in self-study research. The authors have found that this study reveals the power of theoretically grounding teaching practice in mindfulness and in intentional consideration of language as a tool to establish an appropriate affective space for learning, even in an online setting.
Updated: Feb. 11, 2018
The current paper reports a self-study of multicultural identities in a public high school ethnic studies class and a university multicultural education course in Hawai‘i, a unique multicultural setting in which no ethnic group is in the majority. Three important findings emerged. First, a personal-constructivist-collaborative approach to self-study in an intellectually safe classroom environment provides both students and teachers with a context for challenging their socially constructed assumptions about race, culture, and ethnicity. The second major theme to come out of the data analysis describes how the students’ stories became transformational teaching texts. Third, self-study is a multicultural pedagogy that promotes social perspective taking, tolerance, and understanding of diversity through personal transformation.
Updated: Feb. 26, 2017