Search results for: Perception of diversity
Page 1/1 5 items
The author argues that the practice of speaking and listening to strangers is crucial to democratic citizen formation. The author outlines a discursive approach to the cultivation of enlightened political engagement in schools. The author argues that schools are the best available sites for this project because they have the key assets: diverse schoolmates, problems, strangers, and curriculum and instruction. The author concludes that schools in societies with democratic ideals are obligated to cultivate enlightened and engaged citizens. Helping young people form the habits of listening to strangers, at that very public place called school, should advance this work.
Updated: Nov. 23, 2010
New Peace, New Teachers: Student Teachers' Perspectives of Diversity and Community Relations in Northern Ireland
The article reflects upon student teachers' conceptions of inter-community relations. It also considers the preparation they receive to address issues of diversity and mutual understanding. The study in Northern Ireland is set against a backdrop of political, social and educational change, where a shared, peaceful future appears possible.
Updated: Mar. 31, 2009
International Field Experiences: The Impact of Class, Gender and Race on the Perceptions and Experiences of Preservice Teachers
The authors explore ways class, gender and race complicate perceptions and experiences of preservice teachers during an international field experience in Honduras. Data were collected over 5 years through observations, group discussions, course assignments, and on-site focus group interviews and post-trip individual interviews. An inductive approach combined with cross-comparative analysis reveal diverse ways class, gender and race shaped and re-shaped preservice teachers' perceptions of self, peers, and host community members.
Updated: Jan. 05, 2009
This study examined a teacher education program rooted in a social justice framework and intended to infuse multicultural education throughout the curriculum. Two teacher educators designed the three-year, undergraduate program to prepare mostly White candidates from a suburban area to teach in urban elementary schools. The findings reveal opportunities to enhance multicultural teacher education by negotiating candidates' resistance. Through opportunities that challenge their perspectives and scaffold their conceptions of ideas, such as classroom as communities, candidates can develop capacities as multicultural educators.
Updated: Oct. 02, 2008
This article argues three things. First, it argues that the perception of diversity being problematic in Europe has been generated largely by non-European immigration into urban areas. This has been Britain’s experience for 50 years and Spain’s for barely ,15 but whether the immigrants are ex-colonial, Turkish or Balkan migrant labour, or Africans escaping economic despair, they are likely to be seen as troublingly ‘other’.
Updated: Mar. 23, 2008