Multiculturalism & Diversity (234 items)To section archive
A critical mass of literacy scholars have re-defined what it means to prepare reading teachers toward approaches that foreground culture, critical inquiry, and multilingualism. An upsurge in research on critical approaches to prepare caring and conscious reading teachers has resulted, though fewer studies have examined the ways novice teachers worked through moments of crisis that often accompany anti-racist learning experiences. This study reports findings from a qualitative investigation of seven prospective teachers’ coursework during their participation in an elementary reading methods course framed around culturally relevant literacy teaching for teacher learning. Findings begin to document specific activities PSTs engaged in to productively struggle through crisis and suggest that preservice teachers can and should wrestle with the complexities of effective literacy teaching for African American and Hispanic readers in ways that lay the foundation for culturally relevant teaching. Implications for literacy teacher education and research are included.
Updated: May. 15, 2022
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
Teachers in the United States are primarily White and female. Thus, the education system is built on whiteness and maintains white supremacy. One approach to disrupting racist outcomes is to increase the number of people of color pursuing teaching. Yet, the ways that pre-service teachers (PSTs) are racialized often results in PSTs of color experiencing harm during teacher preparation. Therefore, the purpose of this phenomonological study was to explore the racialized lived experiences of PSTs in a predominantly White teacher preparation program whose stated mission is to work to develop racially conscious educators who work toward equity and justice. Participants were PSTs (n = 15) enrolled in a teacher preparation program in the Midwest who were placed into two focus groups, one that identified as people of color and one as White. Focus groups discussed: their racialized lived experiences (1) with faculty (2) with curriculum (3) with other PSTs (4) with cooperating teachers, and (5) with P-12 students. Results from both groups suggest a lack of race content. PSTs of color reported feelings of exclusion and limited racial consciousness of White peers and faculty.
Updated: Mar. 08, 2022