Instructional, Institutional, and Sociopolitical Challenges of Teaching Multicultural Teacher Education Courses

2012 ◽  
Vol 47 (3) ◽  
pp. 216-235 ◽  
Author(s):  
Paul C. Gorski
Keyword(s):  
Teacher Education ◽  
Multicultural Teacher Education ◽  
Education Courses ◽  
Multicultural Teacher

Using Dialogue Journals to Promote Student Learning in a Multicultural Teacher Education Course

1998 ◽  
Vol 19 (1) ◽  
pp. 32-45 ◽  
Author(s):  
M. Arthur Garmon
Keyword(s):  
Teacher Education ◽  
Student Learning ◽  
Prospective Teachers ◽  
Future Research ◽  
Dialogue Journals ◽  
Multicultural Teacher Education ◽  
Education Courses ◽  
Multicultural Teacher

Although keeping some type of journal is a common requirement in many education courses, little research has been conducted on how journals are actually used to promote student learning. This study investigated the use of dialogue journals as a tool for promoting the learning of prospective teachers in a multicultural teacher education course. In this article I define dialogue journals and briefly discuss the events leading to my decision to introduce them into a course on diversity. Next, I provide a rationale for the use of dialogue journals. I then explain how I used dialogue journals as a tool for promoting student learning in the course. Finally, I discuss limitations of this study and present implications for future research.

Teacher as a Foreigner in Critical Multicultural Teacher Education

2019 ◽  
Vol 14 (2) ◽  
Author(s):  
Jenna Mim Shim
Keyword(s):  
Teacher Education ◽  
Multicultural Education ◽  
Asian American ◽  
Emotional Experience ◽  
Holding Environment ◽  
Education Teacher ◽  
Multicultural Teacher Education ◽  
Education Courses ◽  
Multicultural Teacher

AbstractIn this article, I discuss my own experience as a critical multicultural educator who is an Asian American. Using the psychoanalytic ideas of Holding Environment and Countertransference, I use the two questions of where you am from and where are you really from in this article as a way to think through and learn about my own emotional world and its influence on multicultural education teacher education courses that I teach. I conclude that such exploration into my emotional world is helpful and necessary in giving new and different meanings to my emotional experience beyond seeing it as a mere response to students’ questions and understanding their psychical world in which questions like where are you from and where are you really from become the students’ own defense against difference.

Inclusive and exclusive uses of we in four American textbooks for multicultural teacher education

2017 ◽  
Vol 22 (5) ◽  
pp. 625-647
Author(s):  
Baburhan Uzum ◽  
Bedrettin Yazan ◽  
Ali Fuad Selvi
Keyword(s):  
Teacher Education ◽  
Multicultural Education ◽  
Teacher Educators ◽  
Positioning Theory ◽  
Language Teachers ◽  
First Person ◽  
Person Plural ◽  
Multicultural Teacher Education ◽  
First Person Plural ◽  
Multicultural Teacher

This study analyses four American multicultural teacher education textbooks for instances of inclusive and exclusive representations through the use of first person plural pronouns (i.e. we, us, our, ours). Positioning theory is used as a theoretical framework to examine the textbook authors’ uses of first person plural pronouns and to understand how these pronouns perform reflexive and interactive positioning and fluidly (re)negotiate and (re)delineate the borders between ‘self’ and ‘other.’ The findings suggest that first person plural pronouns are used extensively in the focal textbooks to refer to such groups as authors, Americans, humans, teachers, and teacher educators. Expressing differing levels of ambiguity in interpretation, these pronouns play significant roles in the discursive representations of inclusivity and exclusivity across topics of multicultural education. This study implicates that language teachers should use criticality and reflexivity when approaching exclusionary discourses and representations that neglect the particularities of individuals from different cultures.

scholarly journals Approaches and strategies for multicultural teacher education: Experiences from the United States of America

2014 ◽  
Vol 46 (1) ◽  
pp. 69-90 ◽  
Author(s):  
Bojana Dimitrijevic ◽  
Danijela Petrovic
Keyword(s):  
United States ◽  
Teacher Education ◽  
Multicultural Education ◽  
Teacher Development ◽  
United States Of America ◽  
Resistance To Change ◽  
The United States ◽  
Multicultural Teacher Education ◽  
Majority Population ◽  
Multicultural Teacher

The paper discusses different approaches and strategies for educating teachers in the United States of America for work in multicultural schools, bearing in mind teacher efficiency. The first part of the paper contains theoretical considerations on the basic competences of teachers for multicultural education, provides an overview of the key questions that need to be answered in the process of developing multicultural teacher education and presents the effects of multicultural education programmes aimed at eliminating prejudice and establishing the pedagogy of equality. The second part of the paper lists strategies for the multicultural education of teachers who are members of the majority population and discusses the educational effects of these strategies. The third part of the paper discusses the approaches based on the model of crosscultural teacher development that facilitate the understanding of teacher behaviour and their resistance to change, as well as the adapting and sequencing of courses for future teachers. The concluding part of the paper offers recommendations for enhancing multicultural teacher education.

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