Developing knowledge and skills to teach multicultural education
Date
2007
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Abstract
In order to promote effective multicultural education in an increasingly diverse society such as the United States, understanding processes and factors that help teachers build knowledge and skills for integrating social justice and diverse perspectives into their teaching is important. The purpose of this study was to contribute to the dialogue that is bridging the gap between theoretical and empirical issues of multicultural education with the practices of teaching among diversity (Ali & Ancis, 2005; Banks, 2003; 2006; Banks & Banks, 2004; Gay, 2000; 2004; Sleeter & Bernal, 2004). The focus of this study was on teachers -- not as conduits by which information is transferred to students -- but as individuals with beliefs and experiences that inform their construction of meaning and knowledge, which is inextricably linked with what and how they teach. Therefore, understanding processes of development for teaching in multicultural ways is essential to advance effective teaching in a diverse society.
This research study is a qualitative inquiry of thirteen educators who have participated in a multicultural education training aimed at promoting multicultural educator development. Interviews with educators were conducted over the course of an academic year at intervals prior to participating in a multicultural training and several times after the training. Using the theoretical framework of Banks' (2003) model for characteristics of effective multicultural teachers and theoretical foundations of feminism and critical pedagogy, I examined the participants' narratives for the processes and factors affecting their acquisition and integration of awareness of and abilities for multicultural teaching. The findings indicate that participants gained skills and knowledge to understand how they choose content, engage in teaching iv strategies, and collaborate with students and colleagues to reduce prejudices. This study has implications for teachers, teacher training programs, and school administrations that want to integrate multicultural education and create empowering social contexts for the betterment of their students and community.
This research study is a qualitative inquiry of thirteen educators who have participated in a multicultural education training aimed at promoting multicultural educator development. Interviews with educators were conducted over the course of an academic year at intervals prior to participating in a multicultural training and several times after the training. Using the theoretical framework of Banks' (2003) model for characteristics of effective multicultural teachers and theoretical foundations of feminism and critical pedagogy, I examined the participants' narratives for the processes and factors affecting their acquisition and integration of awareness of and abilities for multicultural teaching. The findings indicate that participants gained skills and knowledge to understand how they choose content, engage in teaching iv strategies, and collaborate with students and colleagues to reduce prejudices. This study has implications for teachers, teacher training programs, and school administrations that want to integrate multicultural education and create empowering social contexts for the betterment of their students and community.
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Subject
multicultural
social justice
social justice education
teacher training
teacher education
curricula
teaching
curriculum development