scholarly journals Teacher Candidates’ Responses to Examining Personal Privilege: Nuanced Understandings of the Discourse of Individualism in Critical Multicultural Education

2019 ◽  
Vol 4 ◽  
Author(s):  
Erin Feinauer Whiting ◽  
Ramona Maile Cutri
Keyword(s):  
Multicultural Education ◽  
Teacher Candidates ◽  
Critical Multicultural Education

scholarly journals Student Articulations of Critical Multicultural Education Concepts from One Study Abroad Experience in New Zealand

2021 ◽  
Vol 46 (5) ◽  
pp. 54-74
Author(s):  
Erika Feinauer ◽  
◽  
Erin Feinauer Whiting ◽  
Keyword(s):  
New Zealand ◽  
Teacher Preparation ◽  
Study Abroad ◽  
Multicultural Education ◽  
Social Inequality ◽  
Teacher Candidates ◽  
Cultural Context ◽  
The United States ◽  
Teacher Preparation Program ◽  
Critical Multicultural Education

This study examines how six teacher candidates in one U.S. based teacher preparation program articulate understandings of critical multicultural education concepts after a field experience in a study abroad program in New Zealand. Teacher candidates were interviewed about their understandings of culture, privilege, and social inequality. Field placements were in high poverty elementary schools with high numbers of linguistic and ethnic minority students. Teacher candidate responses revealed development of cultural appreciation but a lack of engagement with issues related to privilege and social inequality. Teacher candidates further had difficulty articulating issues of power and systemic privilege enacted either in the New Zealand context, or in their home cultural context in the United States. This study calls for more explicit support for teacher candidates as they grapple with recognizing and practicing a Culturally Relevant Pedagogy in order to realize the potential of diverse study abroad field experiences for teacher preparation.

scholarly journals Critical Multicultural Education Competencies Scale: A Scale Development Study

2016 ◽  
Vol 5 (3) ◽  
pp. 51
Author(s):  
Yasemin Acar-Ciftci
Keyword(s):  
Factor Analysis ◽  
Critical Race Theory ◽  
Multicultural Education ◽  
Goodness Of Fit ◽  
Critical Multicultural Education ◽  
Confirmatory Factor ◽  
Education Theory ◽  
Deductive Method ◽  
Coefficient Of Concordance ◽  
Fit Index

<p>The purpose of this study is to develop a scale in order to identify the critical mutlicultural education competencies of teachers. For this reason, first of all, drawing on the knowledge in the literature, a new conceptual framework was created with deductive method based on critical theory, critical race theory and critical multicultural education theory, which includes dimensions of awareness, knowledge, attitude and skill. In accordance with this framework, experimental form consisting of 56 items was submitted to experts for consideration. In accordance with the responses of the experts, content validity rate of the items was identified and the items which were below. 80 level were excluded from the study. The pilot study form consisting of 45 items, was applied to teachers who work preschools, primary and secondary school and the data which was obtained from 421 teachers in total were analyzed. Through the Exploratory Factor Analysis (EFA), a structure consisting of “Awareness”, “Attitude’’, “Knowledge” and “Skill” and 42 items was reached. The relationship between sub-dimensions of the scale was examined and it was observed that the factors were positively and significantly correlated with each other. In this case, it was concluded that scale supports the theory. After the analysis, it was confirmed that the sub-dimensions were the components of a structure called critical multicultural education competency and that together they form a higher structure. It was determined that the goodness of fit index of the model is quite high. Confirmatory Factor Analysis also confirmed the results of EFA. The internal coefficient of concordance was determined as .845 for the whole scale.</p>

Multicultural Education in the Context of Community

2018 ◽  
pp. 299-314
Author(s):  
Michael T. Ndemanu ◽  
David J. Roof
Keyword(s):  
Service Learning ◽  
Multicultural Education ◽  
Teacher Candidates ◽  
Field Experience ◽  
Learning Experience ◽  
Belief System ◽  
Community Organizations ◽  
Course Delivery ◽  
Teaching Program

Using surveys and follow-up interview data, in this chapter, the authors evaluate the influence of an immersive service learning experience from a multicultural education course for aspiring teachers. The chapter examines how required 20-hour field experience is utilized by different professors as part of a professional disposition assessment to pre-screen students for admission into the teaching program, as well as how the field experience impacts teacher candidates' belief system and cultural competency. This research examines and seeks to provide points of discussion regarding the challenges of the service-learning component and recommendations for improving the course. To improve the course delivery and the unique partnership, the multicultural education course has with a variety of community organizations received surveys from hundreds of former students. This project builds on these initial surveys with interviews.

Preparing Teacher Candidates for Diverse School Environments

2016 ◽  
pp. 296-312 ◽  
Author(s):  
Omobolade Delano-Oriaran
Keyword(s):  
Social Justice ◽  
Teacher Preparation ◽  
Service Learning ◽  
Multicultural Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Previous Knowledge ◽  
School Environments ◽  
Pedagogical Approach ◽  
Learning Framework

This chapter shares an Authentic and Culturally Engaging (ACE) Service-Learning framework as a pedagogical approach in equipping teacher candidates with the knowledge, skills and dispositions to be successful in-service teachers in diverse PK-12 school environments. As PK-12 schools become more racially and culturally diverse, there is a need to better prepare teacher candidates for diverse school environments, especially given that many teachers have asserted that they do not know how to teach diverse students. The chapter highlights components of the ACE framework and suggests practical strategies that teacher educators can use in integrating this framework into their courses. The end of the chapter focuses on teacher educators and how they can engage in a relearning process to unpack their previous knowledge regarding social justice and multicultural education in an effort to prepare their teacher candidates for diverse schools followed by a suggested checklist applicable to any teacher preparation course.

Preparing Teacher Candidates for Diverse School Environments

2018 ◽  
pp. 296-313
Author(s):  
Omobolade Delano-Oriaran
Keyword(s):  
Social Justice ◽  
Teacher Preparation ◽  
Service Learning ◽  
Multicultural Education ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Previous Knowledge ◽  
School Environments ◽  
Pedagogical Approach ◽  
Learning Framework

This chapter shares an Authentic and Culturally Engaging (ACE) Service-Learning framework as a pedagogical approach in equipping teacher candidates with the knowledge, skills and dispositions to be successful in-service teachers in diverse PK-12 school environments. As PK-12 schools become more racially and culturally diverse, there is a need to better prepare teacher candidates for diverse school environments, especially given that many teachers have asserted that they do not know how to teach diverse students. The chapter highlights components of the ACE framework and suggests practical strategies that teacher educators can use in integrating this framework into their courses. The end of the chapter focuses on teacher educators and how they can engage in a relearning process to unpack their previous knowledge regarding social justice and multicultural education in an effort to prepare their teacher candidates for diverse schools followed by a suggested checklist applicable to any teacher preparation course.

Intensifying Multicultural Education Through Critical Pedagogy, Antiracism, and the Need to Unschool

2020 ◽  
Author(s):  
John E. Petrovic ◽  
April Caddell
Keyword(s):  
Critical Race Theory ◽  
Critical Theory ◽  
Critical Pedagogy ◽  
Multicultural Education ◽  
Social Relations ◽  
Minority Groups ◽  
Power Functions ◽  
Race And Racism ◽  
Antiracist Education ◽  
Critical Multicultural Education

Multicultural education was born of racial and ethnic minority groups’ struggles to have their experiences, cultures, and ways of life recognized in dominant institutions. In schools, it means teaching the cultures, histories, values, and perspectives of different cultural groups, especially those of historically marginalized peoples. Since this approach can take perniciously shallow forms, educators have sought to incorporate the ideals of critical pedagogy and antiracism to inform a practice of “critical multicultural education.” Critical pedagogy rejects claims that knowledge is politically neutral and posits education and teaching as political acts. Informed by critical theory, critical pedagogy seeks to awaken students to the social, cultural, political, and economic milieu in which dominant forms of knowledge are constructed and through which power functions. A goal of critical pedagogy is for students to understand the way that injustice manifests and is reproduced and, ideally, to engage in praxis—critical reflection and action—toward societal transformation. Antiracist scholarship has sought to switch discussion of race and racism away from minority groups and, instead, to analyze white racism and whiteness as integral features of dominant institutions. It connects to critical theory in several ways, foremost of which is the position that racism was born of capitalist social relations. Like critical pedagogy, antiracist education seeks to understand, reveal, and counter structural forms of oppression. As such, antiracist education can be more widely presented as anti-Xist education, that is, antisexist, antiableist, antiheterosexist, and so on. In other words, the importance of antiracist education, as informed by critical race theory, lies not only in centering issues of race and racism. Black feminist scholars, for example, also point to the concern of the “intersectionality” of race, class, gender, and other sites of oppression. Lastly, unschooling also links to critical theory to the extent that traditional schooling represents and promotes the opposite of freedom and critical self-reflection. From a Marxian standpoint, unschooling understands the material reality of schools as manipulative, not convivial, and as reproductive of the status quo, not transformational. Compulsory, competitive schooling, according to this view, undermines learning and, instead, focuses on production, consumption, and spectation. Unschooling, instead, puts the power, responsibility, and, importantly, freedom for learning in the hands of the learner. Born of and informed by a number of different social movements (civil rights movements; women’s liberation, gay, and lesbian rights movements; indigenous rights movements; etc.), critical multicultural education, then, stands as multiculturalism plus both collective and individual empowerment for responsible, critical engagement against structural forms of oppression.

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