A Study on the In-service English Teachers’ Perceptions on Multicultural Education and Implications for Multicultural Teacher Education

2021 ◽  
Vol 6 (1) ◽  
pp. 71-108
Author(s):  
Kun-mi Yi
Keyword(s):  
Teacher Education ◽  
Multicultural Education ◽  
English Teachers ◽  
Multicultural Teacher Education ◽  
Teachers Perceptions ◽  
Multicultural Teacher

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.

Made in the (Multicultural) U.S.A.: Unpacking Tensions of Race, Culture, Gender, and Sexuality in Education

2007 ◽  
Vol 36 (2) ◽  
pp. 65-73 ◽  
Author(s):  
Nina Asher
Keyword(s):  
Teacher Education ◽  
Multicultural Education ◽  
Gender And Sexuality ◽  
Limited Attention ◽  
Multicultural Teacher Education ◽  
Education Practice ◽  
Feminist Theories ◽  
Context Specific ◽  
A Site ◽  
Multicultural Teacher

The author discusses the challenges of educating teachers to engage, rather than deny or repress, differences that emerge at the dynamic, context-specific intersections of race, culture, gender, and sexuality. Although multicultural education discourse is well established, stereotypic representations and repressive silences persist in the sphere of practice. Interweaving postcolonial and feminist theories with reflections emerging from her multicultural teacher education practice, the author highlights tensions of doing multicultural work. She discusses how silencing forces operate even in seemingly “open” micro and macro contexts. To illustrate these arguments, the author engages two areas that have received limited attention in multicultural discourse itself: representations of Asian Americans and differences of sexuality. She recommends that the multicultural teacher education classroom serve as a site for modeling critical, self-reflexive engagement with difference and democratic participation, even as she acknowledges the limits of individual efforts in the process of educational and social change.

scholarly journals A Personal Journey to Merge Literacy Education and Multicultural Teacher Education

2015 ◽  
Vol 10 (2) ◽  
pp. 197-210 ◽  
Author(s):  
Gina M. Doepker
Keyword(s):  
Teacher Education ◽  
Multicultural Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Literacy Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Personal Journey ◽  
Multicultural Teacher Education ◽  
Multicultural Teacher

AbstractThere has been considerable attention to multicultural education and how to effectively integrate it into teacher education programs so that it helps teachers to be attentive to and effective for the economically, culturally, and racially diverse student populace. This article will focus on my personal journey with multicultural teacher education and literacy education. There will be a discussion of multicultural or diverse-oriented teacher education with a focus on the challenges as well as the potentials that face these teacher preparation programs. In addition, there will be a discussion of current educational trends in schools as evidence that demands the need for stronger multicultural teacher education programs. Finally, an existing teacher education program will be presented that has an emphasis on multicultural teacher training, as well as suggest approaches for building a research-based multicultural teacher education program.

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.

scholarly journals Decolonial Multicultural Education in Post-Apartheid South Africa

2013 ◽  
Vol 1 (3) ◽  
pp. 83-92
Author(s):  
Jabulani Nyoni
Keyword(s):  
Teacher Education ◽  
Multicultural Education ◽  
Critical Dimension ◽  
Education And Training ◽  
Message Board ◽  
Multicultural Teacher Education ◽  
Post Colonial ◽  
Linguistic Conventions ◽  
And Training ◽  
Multicultural Teacher

This article explores decolonial epistemic priorities in Open and distance learning (ODL) multicultural teacher education and training praxis, raises questions about the andragogical approach, and challenges the primary educational goal for students, opining that multicultural teacher education and training has become fixated on a simplistic decoloniality of Western knowledges and practices. Using the internet based asynchronous OBB system; I adopted a qualitative discursive analysis to identify linguistic conventions within the academic discourse message board community of practice as regards the dominate views and values that can be embedded in curriculum craft in post-colonial states. I put forward a case to prioritise the development of learning dispositions in multicultural students that encourage openness to further inquiry and productive ways of thinking in and through complex and contested knowledge terrains with the hope of engendering the concept pluriversality. I argue that this andragogical approach adds a critical dimension to the decolonial task in imbedding first nation’s indigenous knowledges, views and/or perspectives rather than mimicking fixated Western priorities.

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