scholarly journals Formación multi/intercultural del profesorado: perspectivas en los Estados Unidos y en España

10.14201/3127 ◽  
2009 ◽  
Vol 9 ◽  
Author(s):  
Sonia Nieto ◽  
Miguel Anxo Santos Rego
Keyword(s):  
United States ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Linguistic Diversity ◽  
The United States ◽  
Teaching Staff ◽  
Reform Movements ◽  
Student Body ◽  
Current State ◽  
Multicultural Perspectives

RESUMEN: En este trabajo ofrecemos una perspectiva derivada de lo que está sucediendo en dos países, los Estados Unidos de Norteamérica y España, en la Unión Europea, cuyos sistemas educativos, cada uno en función de sus características y problemas específicos, intentan dar respuesta a las grandes cuestiones planteadas. Pensamos que en las sociedades cuyas poblaciones están experienciando cambios dramáticos en sus formas de vida, la formación de profesores se ha convertido en un auténtico desafío. Este desafío se hace especialmente evidente en las sociedades occidentales teniendo en cuenta que la diversidad cultural, étnica, racial y lingüística de los alumnos se encuentra alejada tanto del origen como de las experiencias de quienes les enseñan. Esta contribución está animada por un espíritu de confrontación dialógica y autoanálisis crítico, desde nuestras respectivas concepciones, a fin de explorar las consistencias e implicaciones comunes que deben servir para una definitiva integración de las perspectivas multi/intercultural en la formación de los profesionales de la educación, con las oportunas consecuencias en la dinámica de reforma en ambos sistemas educativos. Tratamos de describir las condiciones que han llevado en los Estados Unidos y en España a desarrollar un foco de educación multi/intercultural como marco filosófico que suponga una transformación en los programas de formación del profesorado. Sugerimos ideas que pueden favorecer una formación más eficaz de los profesores en clave multi/intercultural. Terminamos llamando la atención sobre los principales desafíos que conviene tener presentes a la hora de avanzar perspectivas multi/interculturales en el complejo ámbito de la formación docente.ABSTRACT: The challenge of teacher preparation is a particularly urgent one in Western societies where the cultural, ethnic, racial, and linguistic diversity of the student body is growing at the same time that the diversity of teaching staff is diminishing. In addition, most teachers from the majority cultures in these societies have had few experiences with people different from themselves. In this article we present our perspectives concerning the current state of intercultural/multicultural teacher education in the United States and Spain. Our collaboration is motivated by a sense of dialogic confrontation and critical self-analysis. Given our respective wiewpoints and experiences, it is our intention in this article to explore commonalities and implications of multicultural/intercultural teacher preparation, with a view toward an integration of these perspectives in the educational reform movements currently taking place in many societies, including our own. We attempt to describe the condition in both the United States and Spain that have led to the development of multicultural/intercultural education as a philosphical framework that demands a transformation in the preparation of teachers. We suggest some fundamental concepts that can help promote teacher education that is centered in equiality and social justice, and we cióse by calling attention to some of the principal challenges of developing multicultural perspectives in the preparation of educators.

Afterword: The Need to Re-Balance Our Portfolio of Education Means and Ends

2020 ◽  
Vol 122 (4) ◽  
pp. 1-15
Author(s):  
Margaret Smith Crocco
Keyword(s):  
United States ◽  
Teacher Education ◽  
Teacher Preparation ◽  
The United States ◽  
Reform Movements ◽  
Special Issue ◽  
Means And Ends ◽  
Historical Moment

The author responds to several themes that emerge across the articles in the special issue, considering them in light of contexts of schooling, teacher education, and the contemporary historical moment in the United States. The articles raise salient concerns about what the reform movements of the last twenty or so years have meant for scholars, practitioners, and students who are involved in schooling and teacher preparation.

scholarly journals Talking About Sustainability in Teacher Preparation in Finland and the United States

2019 ◽  
Vol 3 (1) ◽  
pp. 69-87
Author(s):  
Susan Wiksten
Keyword(s):  
United States ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Educators ◽  
The United States ◽  
The Us ◽  
Research Findings ◽  
Specific Culture ◽  
Context Specific ◽  
Scientific Phenomena

This article reports on empirical research findings from a case study of teacher education in Finland and the United States. A sociological perspective was deployed for investigating how the concept of sustainability was addressed in two teacher education programs. One of the programs was located in Finland and the other in the US. The study was carried out in 2015 and 2016. Seventeen semi-structured, open-ended, audio-recorded interviews form the core of the research materials. A thematic analysis of interviews was conducted for identifying articulations related to sustainability in subject-matter specialized teacher preparation. Findings from this study contribute to research on teacher preparation. Notably, by articulating how context-specific culture and social norms contribute to local models of teacher education. Findings from this study indicate that teacher training practices in Finland have encouraged students to articulate sustainability in relation to critical thinking, whereas in the US, sustainability has been articulated in relation to social justice. The key point supported by the evidence is that sustainability was by teachers and teacher educators conceptualized as being about the popularization of knowledge about ecology and biodiversity. The kind of communication that was by teachers and teacher educators described as effective for popularizing knowledge about scientific phenomena were forms of teaching that expanded on content-specific knowledge by connecting it to ethical and civic frameworks of the societies in which students live.

Building a “Lifetime Circle”: English Education in the Age of #BlackLivesMatter

2017 ◽  
Vol 53 (2) ◽  
pp. 248-264 ◽  
Author(s):  
Maisha T. Winn
Keyword(s):  
United States ◽  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Preparation ◽  
Teacher Training ◽  
Restorative Justice ◽  
English Education ◽  
Ways Of Knowing ◽  
Mass Incarceration ◽  
The United States

This article argues that, to prepare teachers in the era of #BlackLivesMatter, there must be a radical reframing of teacher education in which teachers learn to disentangle their teaching from the culture of Mass Incarceration and the criminalization of Black and Brown people in the context of the United States in their practice. Using a restorative justice paradigm, I seek to understand in what ways, if any, teacher training, specifically of English teachers, can address issues of Mass Incarceration and how teacher preparation can support preservice teachers to resist colonizing pedagogies and practices that privilege particular ways of knowing and being that isolate particular youth.

Teacher Education for Cultural and Linguistic Diversity in the United States

2019 ◽  
Author(s):  
Ann Mogush Mason ◽  
Bic Ngo
Keyword(s):  
United States ◽  
Teacher Education ◽  
Teacher Educators ◽  
White Supremacy ◽  
Linguistic Diversity ◽  
The United States ◽  
Institutional Practices ◽  
Cultural And Linguistic Diversity ◽  
Individual Consciousness ◽  
Just Society

Teacher educators in the United States generally agree that teachers must be prepared to teach for cultural and linguistic diversity. In the first two decades of the 21st century, efforts to do so have occupied much of the literature in critical teacher education and have pervaded the institutional practices at many colleges and universities. However, not all approaches to teacher education for cultural and linguistic diversity demonstrate understanding of the role that white supremacy plays in maintaining structures and institutions that limit possibility in the lives of people of color. Even when teacher educators themselves are critically conscious of this role, institutions are often more powerful than individual consciousness. Specifically, because teacher education is located in institutions that are rooted in white supremacist practices, efforts to shift practices toward teacher education for cultural and linguistic diversity are typically swallowed up by the recuperative power of white supremacy. If teacher education is going to be part of building a more just society, it must orient itself explicitly to understanding the role it plays in maintaining white supremacy and then to mounting new efforts that can stand up to its recuperative power.

Students’ orientations to communication across linguistic difference with international teaching assistants at an internationalizing university in the United States

Multilingua ◽  
2017 ◽  
Vol 36 (3) ◽  
Author(s):  
Nicholas Close Subtirelu
Keyword(s):  
Higher Education ◽  
United States ◽  
Higher Education Policy ◽  
Teaching Assistants ◽  
Linguistic Diversity ◽  
The United States ◽  
International Teaching Assistants ◽  
Student Body ◽  
Linguistic Difference ◽  
International Teaching

AbstractInstitutions of higher education (HEIs) in English-speaking countries have been engaged in internationalization for decades. Among the many factors driving their internationalization are commitments to increasing and celebrating diversity as well as a desire to foster cross-cultural cooperation. Nonetheless, the linguistic diversity of their multi-national student body and faculty poses challenges for HEIs, including the decades-old controversy surrounding international teaching assistants (ITAs) in the United States. Despite their commitments to respecting diversity, HEIs have generally adopted a deficit approach to ITAs’ language, framing it as ‘flawed’ and attributing communication problems to those ‘flaws’. I argue that, despite its more nuanced understanding of the issue, applied linguistics has adopted an implicit politics complicit with this dominant framing which leads researchers to ignore the student’s role in ITA-student communication. In response, I propose an alternative approach grounded in critical sociolinguistics. Working from this perspective, I examine students’ discourse about their international instructors, arguing that their statements suggest contrasting orientations to communication across linguistic difference. Some students seek to cooperate with their international instructors, while others prefer to avoid them. I examine their justifications for these orientations in detail and discuss implications for higher education policy.

The Oxford Handbook of Preservice Music Teacher Education in the United States

2019 ◽  
Keyword(s):  
United States ◽  
Teacher Education ◽  
Music Education ◽  
State Level ◽  
The United States ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Education Faculty ◽  
Song Writing ◽  
Faculty And Administrators

The Oxford Handbook of Preservice Music Teacher Education in the United States aims to work from within the profession of music teacher education to push the boundaries of P-12 music education. In this book, we will provide all of those working in music teacher education—music education faculty and administrators, music researchers, graduate students, department of education faculty and administrators, and state-level certification agencies—with research and promising practices for all areas of traditional preservice music teacher preparation. We define the areas of music teacher education as encompassing the more traditional structures, such as band, jazz band, marching band, orchestra, choir, musical theater, and elementary and secondary general music, as well as less common or newer areas: alternative string ensembles, guitar and song-writing, vernacular and popular music, early childhood music, and adult learners

scholarly journals Ice-Breaking Fleets of the United States and Canada: Assessing the Current State of Affairs and Future Plans

2021 ◽  
Vol 13 (2) ◽  
pp. 703
Author(s):  
Megan Drewniak ◽  
Dimitrios Dalaklis ◽  
Anastasia Christodoulou ◽  
Rebecca Sheehan
Keyword(s):  
United States ◽  
The United States ◽  
Maritime Transportation ◽  
The Arctic ◽  
Polar Ice ◽  
Northwest Passage ◽  
Ice Cap ◽  
Ice Coverage ◽  
Current State ◽  
State Of Affairs

In recent years, a continuous decline of ice-coverage in the Arctic has been recorded, but these high latitudes are still dominated by earth’s polar ice cap. Therefore, safe and sustainable shipping operations in this still frozen region have as a precondition the availability of ice-breaking support. The analysis in hand provides an assessment of the United States’ and Canada’s polar ice-breaking program with the purpose of examining to what extent these countries’ relevant resources are able to meet the facilitated growth of industrial interests in the High North. This assessment will specifically focus on the maritime transportation sector along the Northwest Passage and consists of four main sections. The first provides a very brief description of the main Arctic passages. The second section specifically explores the current situation of the Northwest Passage, including the relevant navigational challenges, lack of infrastructure, available routes that may be used for transit, potential choke points, and current state of vessel activity along these routes. The third one examines the economic viability of the Northwest Passage compared to that of the Panama Canal; the fourth and final section is investigating the current and future capabilities of the United States’ and Canada’s ice-breaking fleet. Unfortunately, both countries were found to be lacking the necessary assets with ice-breaking capabilities and will need to accelerate their efforts in order to effectively respond to the growing needs of the Arctic. The total number of available ice-breaking assets is impacting negatively the level of support by the marine transportation system of both the United States and Canada; these two countries are facing the possibility to be unable to effectively meet the expected future needs because of the lengthy acquisition and production process required for new ice-breaking fleets.

Biosurveillance: A Modern Look

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
James Lee Brooks
Keyword(s):  
United States ◽  
Homeland Security ◽  
The United States ◽  
First Century ◽  
Direct Result ◽  
Current State ◽  
Twenty First Century ◽  
Security Operations

AbstractThe early part of the twenty-first century saw a revolution in the field of Homeland Security. The 9/11 attacks, shortly followed thereafter by the Anthrax Attacks, served as a wakeup call to the United States and showed the inadequacy of the current state of the nation’s Homeland Security operations. Biodefense, and as a direct result Biosurveillance, changed dramatically after these tragedies, planting the seeds of fear in the minds of Americans. They were shown that not only could the United States be attacked at any time, but the weapon could be an invisible disease-causing agent.

Excavating the Layers of Trauma in Homelands and Hostlands: Supporting Political Refugees in U.S. Schools

2021 ◽  
pp. 155545892199751
Author(s):  
Mehtap Akay ◽  
Reva Jaffe-Walter
Keyword(s):  
United States ◽  
Teacher Education ◽  
Education System ◽  
Home Country ◽  
The United States ◽  
Dominant Culture ◽  
Refugee Students ◽  
Political Refugees ◽  
Language And Education ◽  
Insight Into

This article details how a newly arrived Turkish refugee student navigates schooling in the United States. It highlights the trauma a purged Turkish families experience in their home country and their challenges as newcomers unfamiliar with their new country’s dominant culture, language, and education system. The case narrative provides insight into how children of Turkish political refugees are often overlooked in the context of U.S. schools, where teachers lack adequate training and supports. By illuminating one refugee family’s experiences in U.S. schools, the case calls for leaders to develop holistic supports and teacher education focused on the needs of refugee students.

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