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This study aims to examine the effect of critical multicultural education on the multicultural attitudes of preservice teachers in a teacher education program.
Abstract
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.
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Edward J. Brantmeier, Antonette Aragon and James Folkestad
The purpose of this paper is to contribute to a very difficult, yet all important and ongoing research question – how do we best use online collaborative learning modalities (CLM…
Abstract
Purpose
The purpose of this paper is to contribute to a very difficult, yet all important and ongoing research question – how do we best use online collaborative learning modalities (CLM) to supplement conversations in multicultural education courses?
Design/methodology/approach
This qualitative study examined emergent themes in asynchronous threaded discussions created by 23 students within a Master's level multicultural education course at a large land‐grant university in the USA.
Findings
Engagement in threaded discussions fostered student understanding of a systems perspective of social realities. Power, privilege, and oppression related to race, gender, and economics in the USA were explored through student use of real world, concrete examples – something that does not always occur in face‐to‐face classroom encounters constrained by time and the pacing of curriculum.
Research limitations/implications
Researchers would like to see more empirical research in using technologically mediated, CLM to foster conversations surrounding power, oppression, and privilege in efforts to advance the pedagogies of critical multicultural education.
Practical implications
Using threaded discussions seems to be a promising practice in teaching critical multicultural education content.
Social implications
This research project provides understanding of how CLM can help establish systems perspectives – perspectives critical to multicultural education.
Originality/value
This paper advances the conversation related to promising practices in multicultural education. Scarce empirical research exists related to critical approaches to multicultural education online.
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James McShay and Patricia Randolph Leigh
The purpose of this paper is to describe the double infusion (DI) model, which was developed to offer technology and multicultural teacher educators a systematic process for…
Abstract
Purpose
The purpose of this paper is to describe the double infusion (DI) model, which was developed to offer technology and multicultural teacher educators a systematic process for helping prospective teachers to become proficient in using technology to enhance student learning in K‐12 environments, while they work toward strengthening their own conceptions of critical multicultural education.
Design/methodology/approach
This paper reports on the implementation and conceptual analysis of this DI model, which was piloted in a 16‐week graduate level instructional technology course for future educators. Data collected for this analysis included student course projects, a focus group interview with students, and an interview with the course instructor.
Findings
The preliminary findings for this pilot project yielded that the participants had the critical dispositions needed to understand and make meaning of the “doubly infused” content, however, the opportunities they had in their graduate programs to reflect upon how these ways of thinking can be reflected in technology‐based applications were few to non‐existent.
Originality/value
The authors found that the organizational structure of teacher education programs plays a critical role in helping students to envision how technology can be used to support the learning goals of critical multicultural education, and conversely, how critical multicultural education, can be used to support learning within a technology context.
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This paper aims to postulate an emerging unified cultural‐convergence framework to converge the delivery of instructional technology and intercultural education (ICE) that extends…
Abstract
Purpose
This paper aims to postulate an emerging unified cultural‐convergence framework to converge the delivery of instructional technology and intercultural education (ICE) that extends beyond web‐learning technologies to inculcate inclusive pedagogy in teacher education.
Design/methodology/approach
The paper explores the literature and a tech‐infused multicultural learning community to identify what a unified cultural‐convergence theory might consist of and how it could be shaped to align instructional technology and critical ICE in teacher education. Four questions are asked: What key learning do these two disciplines make available to teachers and educators that are essential for today's highly diverse, complex classrooms? What can we draw from a convergence of multiculturalism and global education that will help us derive a new theoretical understanding of a unified cultural‐convergence theory to connect IT and ICE education? What knowledge, skills and dispositions comprise three essential components of this literature synthesis? How can this new unified cultural‐convergence theory and relevant components be taught, practiced, and measured? The paper contains several tables, figures and over 50 sources in the research bibliography that were selected from a review and analysis of 100 documents.
Findings
The paper discovered instructional technology and intercultural educators employed web‐learning technologies in very similar ways to position critical ICE strategies into programs or courses in teacher education. The learning technologies models that were attempting to support multicultural education (MCE)/ICE and IT education included corporate, universities, research centers, schools, and government partners. Reportedly, according to the research, teacher educators in IT education do not employ instructional technology practices that differ from practices that are needed or valued by MCE educators to merge critical intercultural structures into teacher education through web‐learning technologies. This was good news as the researcher moves toward a recommendation for a research agenda that could be shared by educators from the two groups.
Research limitations/implications
The paper is limited to literature reviews, reports, and evaluation documents.
Originality/value
The paper offers implications for curriculum development in educational technology and MCE using ICTs
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Alberto G. Canen and Ana Canen
This paper aims to discuss ways for fostering innovation management and innovation in management education sensitive to cultural diversity. It explores strands in the literature…
Abstract
This paper aims to discuss ways for fostering innovation management and innovation in management education sensitive to cultural diversity. It explores strands in the literature concerning cross‐cultural awareness and undertakes a case study, carried out in a multicultural organisation, aimed at pinpointing challenges faced by managers working in such environments. Argues that logistics could help understanding, sensitising and taking into account cultural diversity in management education. Also claims that cultural plurality is an asset, rather than a constraint. The article concludes by suggesting possible ways ahead in the development of culturally sensitive managers in an increasingly globalised but also highly multicultural world.
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In this chapter, the author uses the interrelated knowledge base of multicultural education and critical pedagogy to offer possibilities for identity negotiations among students…
Abstract
In this chapter, the author uses the interrelated knowledge base of multicultural education and critical pedagogy to offer possibilities for identity negotiations among students and educators. As an international scholar of color, she also interweaves how her own identity is negotiated by comparing and contrasting her teaching experiences in her home country and in the United States. The author argues that it is important for educators to interrogate their identity and embrace the tensions that arise in the process, in order to enact a critically engaged dialogue in their classrooms.
The purpose of the paper is to demonstrate how collective conceptual reflections facilitated by online blogs can promote pre‐service teachers' growth in multicultural education…
Abstract
Purpose
The purpose of the paper is to demonstrate how collective conceptual reflections facilitated by online blogs can promote pre‐service teachers' growth in multicultural education classes.
Design/methodology/approach
Analysis of one blog is used to demonstrate how information gained through that triggered the instructor's informed reflection and guided subsequent in‐class teaching/learning.
Findings
Through the analysis of the demonstrative blog, it becomes apparent that while pre‐service teachers were appropriating vocabulary used in the field of multicultural education, their narratives were superficial and oversimplified. Subsequent in‐class activities designed to attend to the conceptual gaps were used to problematize the simplistic views.
Research limitations/implications
The data presented cannot be generalized to all pre‐service teachers. Since the purpose of this paper is to attend to the process and not the content, the demonstrative blog serves only as one possible example, which can be easily adapted with different concepts/goals.
Practical implications
It is proposed that the identification of students' collective zones of proximal development (Vygotsky) in key elements of the multicultural learning chain can provide important information to the instructor for the re‐design of future teaching.
Originality/value
Continual assessment of the effectiveness of multicultural education classes is needed, if such classes are to have a long‐term impact on pre‐service teachers' future practice. The micro‐level method proposed in this paper offers one possible way to manage the oftentimes overwhelming amount of information that they are built upon while continually monitoring students' learning.
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Katherine Espinoza and Karen Kohler
The purpose of this study is to investigate how participating in a multicultural education course impacted bilingual preservice teachers' (BPSTs) conceptions of identity and how…
Abstract
Purpose
The purpose of this study is to investigate how participating in a multicultural education course impacted bilingual preservice teachers' (BPSTs) conceptions of identity and how they were able to use their experiential knowledge to create a virtual library based on a variety of topics related to multicultural education.
Design/methodology/approach
This qualitative case study examines the experiences of three BPST candidates within a multicultural education course during the fall 2020 semester. The authors focused on three preservice teachers’ written reflections, interviews and work samples based on a virtual library project.
Findings
The authors describe the critical role BPST preparation programs have in developing coursework that provides opportunities for building a positive self-identity that values life experiences. Such opportunities foster BPSTs’ ability to create lessons that are reflective of identity and diversity inclusive of culture, language, immigration and LGBTQ+.
Originality/value
For some time now, researchers have examined how teacher education programs should include opportunities to interrogate preservice teachers' own experiences in K-12. However, few researchers have directly documented how to connect these experiences to preservice teacher coursework and create classroom resources based on these critical reflections.
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Cynthia Zwicky and Tonya Walls
This chapter describes the impact of a multicultural curriculum transformation assignment on the consciousness and pedagogy of pre-service and in-service educators preparing to…
Abstract
This chapter describes the impact of a multicultural curriculum transformation assignment on the consciousness and pedagogy of pre-service and in-service educators preparing to teach and lead within diverse U.S. P-12 schools. Highlighting how two university faculty leveraged a mosaic of critical theories and pedagogies to engage action research exploring the inquiry, How might the application of an assignment grounded in an instructional framework comprised of theories in educational leadership, critical multicultural education, and critical pedagogy inspire and motivate pre- and in-service educators to teach, lead, and serve for social justice beyond their program of study?, It provokes us to consider how best to prepare educators with the knowledge, skill, and will to teach and lead employing a praxis situated in equity and justice. Findings contribute to scholarly conversations and school-based practices focused on culturally responsive teaching and leadership, and prove relevant for P-12 educators, teacher educators, those in educational leadership, and educators advocating equity and justice for historically marginalized and minoritized students attempting to learn in unjust classroom and school spaces.
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