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Bilingual, Multilingual, and Multicultural Education Commons™
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Articles 1 - 7 of 7
Full-Text Articles in Bilingual, Multilingual, and Multicultural Education
The Influence Of University Coursework On Pre-Service Middle And High School Teachers’ Experiences With Multicultural Themes, Geeta Verma
Geeta Verma
The study explored the influence of university-based teacher education courses on pre-service middle and high school teachers’ experiences with multicultural themes in a secondary science alternative certification program. Eight participants (N = 8), six women and two men, volunteered to be a part of the study that took place over a period of four semesters. Qualitative data was collected, coded and analyzed to make meaning of the participants’ experiences. Data comprised of participants’ reflective journals, personal and group interviews, and classroom observations done in middle school practicum and high school student teaching placements. The findings indicated that while the participants …
Pre-Service Teachers’ Beliefs And Knowledge About Multiculturalism, Emmanuel Acquah, Nancy Commins
Pre-Service Teachers’ Beliefs And Knowledge About Multiculturalism, Emmanuel Acquah, Nancy Commins
Nancy L. Commins
The present study examined pre-service teachers’ knowledge of issues related to multiculturalism and diversity before and after taking a multicultural education course. Data from 38 degree students in an urban university in the southwest of Finland were analysed using a mixed method approach. The results indicate that pre-service teachers’ knowledge levels increased with respect to diversity and multicultural education after taking the course. In addition, pre-service teachers felt more competent and prepared to teach students with diverse backgrounds after the exposure. The implications of the findings for teacher education programmes and teacher educators are discussed.
Performing Critical Consciousness In Teaching: Entanglements Of Knowing, Feeling And Relating, Kathleen A. Mcdonough
Performing Critical Consciousness In Teaching: Entanglements Of Knowing, Feeling And Relating, Kathleen A. Mcdonough
Doctoral Dissertations
At a time when education reform is guided by neoliberalism, accountability and standardization have reshaped teaching as highly technocratic and threatened the democratic possibilities of public education. Even so, many teacher education programs have taken up the call to prepare teachers to teach for social justice, whether framed as multicultural education, critical literacy, or critical pedagogy. A construct that ties these pedagogical approaches together is critical consciousness, with the aim of some teacher education efforts to evoke critical consciousness among preservice teachers. This study focuses on exploring how nine educators from elementary grades to higher education experience and enact critical …
A Critical Race Analysis Of Travel For Transformation: Pedagogy For The Privileged Or Vehicle For Socio-Cultural Transformation?, James Arthur Gambrell
A Critical Race Analysis Of Travel For Transformation: Pedagogy For The Privileged Or Vehicle For Socio-Cultural Transformation?, James Arthur Gambrell
Dissertations and Theses
Transformative learning theory (TLT) describes the process of reframing discriminative, untenable worldviews with a more inclusive, permeable, and reflective epistemology. Although TLT has been around for more than 50 years, few studies empirically engage critical theoretical frameworks to move beyond personal learning to identify the impacts of transformation on society. Through a critical race theory (CRT) framework, this study analyzed how the participants' socio-cultural identities (race, class, gender, sexuality, and heritage language) impacted the transformative learning of eight study-abroad students from a medium-sized, rural Midwestern university. Focusing on the extent to which the participants experienced the elements of transformative …
Challenges To Multiculturalism, Jorge Capetillo-Ponce
Challenges To Multiculturalism, Jorge Capetillo-Ponce
Jorge Capetillo-Ponce
An anti-bilingual education referendum was offered to citizens of Massachusetts in November of 2002. The referendum read, in part, “The current state law providing for transitional bilingual education in public schools will be replaced with a law requiring that, with limited exceptions, all public school children must be taught English by being taught all subjects in English and being placed in English language classrooms.” The University of Massachusetts Gaston Institute analyzed the results of that referendum, here reported on by Jorge Capetillo-Ponce.
White Novice Teachers' Perceptions Regarding Their Preparation For Teaching Culturally Diverse Students, Karen Marie Spader
White Novice Teachers' Perceptions Regarding Their Preparation For Teaching Culturally Diverse Students, Karen Marie Spader
Walden Dissertations and Doctoral Studies
At a Midwestern university, White novice teachers struggled to be prepared to implement culturally responsive pedagogy. The purpose of this qualitative study was to explore White novice teachers' perceptions about how their higher education classroom experiences had equipped them for teaching a culturally diverse population of students. The theoretical/conceptual frameworks of this study were White identity development theory, a multicultural education framework, culturally relevant pedagogy, and the motivational framework for culturally responsive teaching. Data were collected by interviewing 8 White novice teachers to convey their perceptions of teaching culturally diverse classrooms and how these perceptions influenced their behaviors. Data were …
White Privilege In Teacher Education : A Critical Analysis Of Discourse, Kenneth P. Sider
White Privilege In Teacher Education : A Critical Analysis Of Discourse, Kenneth P. Sider
Legacy Theses & Dissertations (2009 - 2024)
This inquiry seeks to understand how preservice teachers interact with White privilege during a teacher education course dedicated to diversity and teaching. By pairing grounded theory with phenomenology, insights into participants’ pre-existing beliefs around race and Whiteness are examined. Given the cultural mismatch between an increasingly diverse public school student population and the historically stable White preservice teacher population, a closer look at persistent and resistant linguistic phenomena undergirding White dominance in the educational setting is useful. Participants’ pre- and post-term papers are used to anchor the research, and an asynchronous, online, peer-mediated discussion of bell hooks’ autoethnographic essay “Learning …