scholarly journals The Effect of Multicultural Education on Preservice Teachers’ Attitude and Efficacy: Testing Bank’s Content Integration Dimension

2022 ◽  
Vol 9 (2) ◽  
pp. 343-357
Author(s):  
Mustafa Öztürk AKCAOĞLU ◽  
Zeki ARSAL
Keyword(s):  
Preservice Teachers ◽  
Multicultural Education ◽  
Content Integration

Multiculturalism in Secondary School Physical Education Textbooks

2010 ◽  
Vol 29 (2) ◽  
pp. 199-220 ◽  
Author(s):  
Shan-Hui (Tiffany) Hsu ◽  
Rose Chepyator-Thomson
Keyword(s):  
Preservice Teachers ◽  
Data Analysis ◽  
Physical Education ◽  
Data Collection ◽  
Secondary School ◽  
Multicultural Education ◽  
Comparison Method ◽  
Curriculum And Pedagogy ◽  
Content Integration ◽  
Collection Methods

The purpose of the study focused on how textbook authors in secondary school physical education used multicultural education concepts, using Banks’ (2006a) dimensions and Sleeter and Grant’s (1999) approaches. Data collection methods included examination of textbooks’ chapters, indexes, and references in five textbooks. Constant comparison method was used in data analysis. The findings of the study follow: 1) Most textbook authors treated multicultural education as an additive concept in the curriculum section and emphasized issues of gender and disability, 2) all of the textbook authors adopted either Banks’ or Sleeter and Grant’s multicultural education approaches, (3) Harrison, Blakemore, and Buck addressed issues of gender, disability and ethnicity in content objectives, and 4) Metzler addressed issues of gender and disability with Banks’ content integration and equity-based pedagogy concepts. An implication concerns incorporation of multicultural education concepts in curriculum and pedagogy in preparation of preservice teachers in secondary school physical education.

Multicultural Education for Preservice Teachers

1984 ◽  
Vol 21 (1-6) ◽  
pp. 137-139
Author(s):  
Roger G. Olstad ◽  
Clifford D. Foster ◽  
Richard M. Wyman
Keyword(s):  
Preservice Teachers ◽  
Multicultural Education

scholarly journals The Intertextualist

2018 ◽  
Vol 7 (1) ◽  
pp. 78-86
Author(s):  
Jeremy Dennis
Keyword(s):  
Multicultural Education ◽  
Knowledge Construction ◽  
Essential Element ◽  
Prejudice Reduction ◽  
Construction Process ◽  
Five Dimensions ◽  
Equity Pedagogy ◽  
Content Integration ◽  
Powerful Learning ◽  
Teachers And Students

Multicultural education is thought to consist of five dimensions: content integration, the knowledge-construction process, prejudice reduction, equity pedagogy, and an empowering school culture and social structure. Of the five, equity pedagogy is identified as an essential element by leading scholars in the field. Can equity pedagogy alone create the powerful learning experiences needed for multicultural education? This is an important question to consider as conservatism and dedifferentiation challenge multicultural education. If dedifferentiation is a recurring feature that impacts teachers and students, then we need a pedagogy that accounts for its significance. This article explores the ways a pedagogy of intertextuality responds to dedifferentiation and extends equity pedagogy for the development of future teachers and leaders.

scholarly journals Developing Cross-Cultural Competency through Multicultural Perspective: An Exploratory Inquiry

2021 ◽  
Vol 17 (27) ◽  
pp. 324
Author(s):  
Yvette Pierre ◽  
Nirmaljit K. Rathee ◽  
Vikramjit S. Rathee
Keyword(s):  
Preservice Teachers ◽  
Multicultural Education ◽  
Cultural Competency ◽  
Positive Impact ◽  
Practical Aspect ◽  
Cultural Knowledge ◽  
Culturally Competent ◽  
Cultural Attitude ◽  
Grade Levels ◽  
Education Coursework

For the past decade, schools at all grade levels in United States continue to consist of students who belong to different culture, and hence the need for culturally competent teachers to address the culturally diverse needs of the students is at its highest peak. One of the ways to impart the attributes of cultural competency to preservice teachers, who will become future teachers, to focus on culturally relevant coursework. This study was carried out via an undergraduate multicultural education course which focused on imparting cultural attitude awareness and cultural knowledge attributes of cultural competency to the students. The influence of this course on these attributes of the students was investigated through a Cultural Competence Survey. The results of this study indicate that experiential and practical aspect of multicultural education has a positive impact on increasing the cultural attitude awareness of the students. It is, hence, a focused, experiential, and practical multicultural education coursework to train culturally competent next generation of teachers.

Applying Disability Critical Race Theory (DISCRIT) in the Practice of Teacher Education in the United States

2019 ◽  
Author(s):  
Valentina Migliarini ◽  
Subini Annamma
Keyword(s):  
United States ◽  
Teacher Education ◽  
Preservice Teachers ◽  
Critical Race Theory ◽  
Multicultural Education ◽  
Education Reform ◽  
The United States ◽  
Critical Race ◽  
Behavioral Management ◽  
Race Theory

Strategies for behavioral management have been traditionally derived from an individualistic, psychological orientation. As such, behavioral management is about correcting and preventing disruption caused by the “difficult” students and about reinforcing positive comportment of the “good” ones. However, increased classroom diversity and inclusive and multicultural education reform efforts, in the United States and in most Western societies, warrant attention to the ways preservice teachers develop beliefs and attitudes toward behavior management that (re)produce systemic inequities along lines of race, disability, and intersecting identities. Early-21st-century legislation requiring free and equitable education in the least restrictive environment mandates that school professionals serve the needs of all students, especially those located at the interstices of multiple differences in inclusive settings. These combined commitments create tensions in teacher education, demanding that educators rethink relationships with students so that they are not simply recreating the trends of mass incarceration within schools. Disability Critical Race Theory (DisCrit) shifts the questions that are asked from “How can we fix students who disobey rules?” to “How can preservice teacher education and existing behavioral management courses be transformed so that they are not steeped in color evasion and silent on interlocking systems of oppression?” DisCrit provides an opportunity to (re)organize classrooms, moving away from “fixing” the individual—be it the student or the teacher—and shifting toward justice. As such, it is important to pay attention not only to the characteristics, dispositions, attitudes, and students’ and teachers’ behaviors but also to the structural features of the situation in which they operate. By cultivating relationships rooted in solidarity, in which teachers understand the ways students are systemically oppressed, how those oppressions are (re)produced in classrooms, and what they can do to resist those oppressions in terms of pedagogy, curriculum, and relationship, repositions students and families are regarded as valuable members. Consequently, DisCrit has the potential to prepare future teachers to create a learning environment that encourages positive social interactions and active engagement in learning focused on creating solidarity in the classroom instead of managing. This results in curriculum, pedagogy, and relationships that are rooted in expansive notions of justice. DisCrit can help preservice teachers in addressing issues of diversity in the curriculum and in contemplating how discipline may be used as a tool of punishment, and of exclusion, or as a tool for learning. Ultimately, DisCrit as an intersectional and interdisciplinary framework can enrich existing preservice teachers’ beliefs about relationships in the classroom and connect these relationships to larger projects of dismantling inequities faced by multiply marginalized students.

Critical multicultural education and preservice teachers’ multicultural attitudes

2019 ◽  
Vol 13 (1) ◽  
pp. 106-118 ◽  
Author(s):  
Zeki Arsal
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Multicultural Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Teacher Preparation Program ◽  
Control Group ◽  
Content Type ◽  
Critical Multicultural Education ◽  
Quasi Experimental

Purpose This study aims to examine the effect of critical multicultural education on the multicultural attitudes of preservice teachers in a teacher education program. Design/methodology/approach The study sample consisted of 76 preservice teachers enrolled in a teacher preparation program. This study used a pretest–posttest quasi-experimental research design with pretest-posttest. The multicultural content integration was implemented in an experimental group for one semester, and data were collected using the teacher multicultural attitude survey. Findings Analyses indicated that preservice teachers who were exposed to the critical multicultural education program showed significantly greater progress in their multicultural attitudes compared with teachers in the control group. The results of this study indicate that the integrating critical multicultural education content into teacher education program has a positive effect on fostering preservice teachers’ multicultural attitudes. Practical implications Teacher education program planners should integrate multicultural content, materials and activities into teaching methods courses to promote change in preservice teachers’ multicultural attitudes. Originality/value This study contributes to the multicultural studies on teacher education.

Social Justice Education With and for Pre-Service Teachers in the Borderlands

2020 ◽  
pp. 225-243
Author(s):  
Efren O. Miranda Zepeda ◽  
Judith Flores Carmona
Keyword(s):  
Preservice Teachers ◽  
Social Justice ◽  
Multicultural Education ◽  
Social Justice Education ◽  
Teaching Experience ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Practicing Teachers ◽  
Concrete Experience ◽  
Building Community

Diversity in contemporary classrooms (across class, race, gender, and other social identity groups) is here to stay. Social justice education is a viable alternative to reach out to all participants with equity towards construction of democracy. In this chapter, the authors share about their co-teaching experience in a required Multicultural Education course for pre-service teachers where a social justice framework guided their work. They expand on the course objectives and their social justice aims. They describe how their praxis was conducive to building community in the classroom and being with each other. They expose and explore, however, a misalignment between theory and praxis surrounding social justice education when preservice teachers transition from teacher preparation programs to their own classrooms as practicing teachers. They describe through the concrete experience of one of the authors how practicing teachers are faced with different particular variables that may hinder the full realization of a social justice approach to education.

Sign in / Sign up

Export Citation Format

Share Document