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Pedagogies That Foster Transformative Learning In A Multicultural Education Course: A Reflection, Omiunota Nelly Ukpokodu
Pedagogies That Foster Transformative Learning In A Multicultural Education Course: A Reflection, Omiunota Nelly Ukpokodu
Journal of Praxis in Multicultural Education
This paper reports on a qualitative study that investigated pedagogies that foster transformative learning in a multicultural education course. In this study, teachers identified the following as pedagogies that fostered their learning transformation and moved them from color-blindness to color-vision: (1) dialogic relationships in a learning community, (2) writing pre-post narrative inquiries, (3) engagement in structured and threaded online discussions, (4) critical textual discourse, (5) experiential activities, and (6) experiencing a humanizing pedagogy.
Realizing Students’ Every Day Realities: Community Analysis As A Model For Social Justice, Jeanette Haynes Writer, H. Prentice Baptiste
Realizing Students’ Every Day Realities: Community Analysis As A Model For Social Justice, Jeanette Haynes Writer, H. Prentice Baptiste
Journal of Praxis in Multicultural Education
This article examines the implications and effect of the Community Analysis (CA) Project assignment that we utilize in the Multicultural Education (MCE) course1 at New Mexico State University, located in Las Cruces, New Mexico. The CA enables pre-service teachers to critically examine, through a social justice lens, the manifestations and intersectionalities of race, class, gender, sexual orientation, language, ability, and religion in PreK-12 students’ communities, which may be rejected and ignored, or embraced, serving to connect students’ lives to learning contexts and opportunities in their schools. The CA compels pre-service teachers to analyze systemic inequities and inequalities in communities which …
Reconfiguring The Borderlands Of Identity: Preparing Social Justice Educators, Anita E. Fernandez
Reconfiguring The Borderlands Of Identity: Preparing Social Justice Educators, Anita E. Fernandez
Journal of Praxis in Multicultural Education
This article offers multiple pedagogical approaches for mobilizing Gloria Anzaldúa's metaphor of borderlands to prepare social justice educators to address issues of justice and equity in increasingly diverse classroom settings. It describes an experiential course in multicultural education, including innovative processes through which Education students analyze the borderlands of identity, society, and geography through critical self-analysis, fieldwork, and social action. By investigating the intersectionality of social justice issues and the social construction of identity, students attempt to transform the borders of their own identities and engage in action projects to begin a process of bridging the edges of cultural inequity.
Advancing Cultural Competence And Intercultural Consciousness Through A Cross-Cultural Simulation With Teacher Candidates, Nancy P. Gallavan, Angela Webster-Smith
Advancing Cultural Competence And Intercultural Consciousness Through A Cross-Cultural Simulation With Teacher Candidates, Nancy P. Gallavan, Angela Webster-Smith
Journal of Praxis in Multicultural Education
Teacher education curricula typically introduce multicultural concepts, principles, and practices. However, candidates benefit greatly from experiences that pursue multi-faceted contexts. In this study the simulation, Barnga, enhances candidates’ cultural competence and intercultural consciousness by exploring perceived realities in classrooms and communities. Through Barnga, candidates are afforded a rich investigation into self knowledge, acceptance of group conventions, exposure to multiple perspectives, and self-assessment of their stance toward equity and change. Expressing their reactions, responses, and reflections, candidates experience multi-layered transformation, intercultural consciousness, and cultural competence for themselves. By participating in cross-cultural simulations and interacting with people like and unlike themselves, candidates …