A Beginning Teacher's Journey toward Culturally Responsive Practice

Birrell, James R.; Vanatter, Rebecca A.; Tinney, Mari Vawn

doi:10.2202/2161-2412.1000

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“…Without that sense, our charges may retreat to schools like those they grew up in as children (Birrell, 2005). Those who cannot "feel at home in their skin" in diverse classrooms will likely not feel successful or "at home" in those classrooms (Birrell, 2002;Birrell, Vanatter & Tinney, 2006). The strongest of emotions can overcome the greatest of intentions.…”

Section: Framing the Studymentioning

confidence: 99%

“…As we saw with our own student teachers, validating support that results in personal growth and predicts professional success is crucial. Without such support, our time spent learning in cross-cultural settings may only invite the deeper re-entrenchment and encapsulation of ethnocentrism (Birrell, Vanatter & Tinney, 2006). We have seen this over the years in D.C.…”

mentioning

confidence: 99%

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The "U" Curve Hypothesis: A Framework for Making Sense of Learning to Teach in Diverse Settings

Birrell

Tinney

2008

Multicultural Learning and Teaching

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Experiences in this research study started in 1991 before many teacher educators were aware of the U curve hypothesis or predictable stages of culture shock and the recognizable stages used on the path to gaining intercultural competence. This study of student teachers is used here as an illustration of what happens when teachers are operating from various stages of ignorance or of cultural awareness and culturally responsive teaching. Because these stages are predictable, now in the 21st Century they can be taught to teachers as a guide in preparing and supporting all teachers or students anywhere in the country to recognize what stage they are at themselves during their experiences. Having multiple viewpoints of the same event, for example, aids educators in responding more effectively when they find themselves in culturally or educationally diverse situations or classrooms. We offer recommendations for new generations of teachers and older generation teachers (who may not realize where they are stuck) to identify the stages of intercultural competence in which they and others near them communicate and operate. Our approach for the some steps to the solution involves teaching educators an easy-toremember 4-H phased view to the U curve stages: the honeymoon phase, hostility phase, humor phase, and the home phase.

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Section: Framing the Studymentioning

confidence: 99%

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confidence: 99%