A research informed vision of good practice in multicultural teacher education: Design principles

Zeichner, Kenneth M.; Grant, Carl A.; Gillette, Maureen D.; Valli, Linda; Villegas, Ana María

doi:10.1080/00405849809543800

Cited by 94 publications

(50 citation statements)

References 7 publications

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“…More concentrated and ongoing efforts may be needed to make racial, ethnic, economic, and cultural differences salient to students, especially those who have attended largely homogeneous school contexts such as the students in this study. Indeed, this finding echoes calls for preparation for multicultural communities to not reside in single classes, but to permeate the curriculum in postsecondary settings (Gay, 2002;Ladson-Billings, 1995a;Ladson-Billings, 1995b;Sharma, 2011;Zeichner et al, 1998); doing this, DiAngelo (2011) writes would break the modal experience, whereby "many white people have never been given direct or complex information about racism before, and often cannot explicitly see, feel or understand it" (p. 67).…”

Section: Discussionmentioning

confidence: 99%

“Our Greatest Songs Are Still Unsung”: Educating Citizens About Schooling in a Multicultural Society

2017

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This study examines how a practice-based unit informs undergraduates’ understandings of the dynamics of teaching and learning in a multicultural society, and how these intersect with equity in U.S. classrooms. Citizens’ nuanced understanding of teaching and learning is increasingly important for their engagement with U.S. schools. Practice-based opportunities can allow students to “see” the complexity of teaching and to challenge assumptions about teaching and learning, which are central to preparing an informed citizenry. Findings further suggest that a single course is not sufficient to expand undergraduate students’ understanding of the role of diversity in social life. More concentrated and ongoing efforts may be needed to make racial, ethnic, economic, and cultural differences salient to students, especially those who have attended largely homogeneous school contexts such as the students in this study.

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Section: Discussionmentioning

confidence: 99%

“Our Greatest Songs Are Still Unsung”: Educating Citizens About Schooling in a Multicultural Society

2017

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“…Esto, con el propósito de contrarrestar la linealidad de la monoculturalidad y superar el carácter colonial de la acción educativa sobre la base de prácticas pedagógicas fundadas en la conciencia crítica, así como la lucha contra el racismo y la discriminación (Zeichner et al, 1998;Gay y Howard, 2000;Akkari, 2006;Quintriqueo et al, 2014a).…”

Section: Transformar La Formación De Profesores En Contextos Poscolonunclassified

Competencia Comunicativa Intercultural: Formación De Profesores en El Contexto Poscolonial Chileno

Quintriqueo

Torres

Sanhueza

et al. 2017

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ResumenEste ensayo analiza los desafíos que plantea el desarrollo de la competencia comunicativa intercultural (CCI) en el marco de la formación de profesores en el contexto poscolonial chileno. A partir de una revisión de antecedentes bibliográficos se reconoce que la preparación de los nuevos educadores (indígenas y no indígenas) no ha logrado implementar de manera transversal el enfoque educativo intercultural. Esto ha permitido conservar la hegemonía de la monoculturalidad eurocéntrica, generando que los profesores en formación mantengan una comprensión insuficiente de las culturas presentes en la sala de clases. Con el propósito de aportar a la discusión crítica, se reflexiona acerca de las posibilidades que entrega la CCI en la búsqueda de nuevas formas de conocer y comunicar que confronten la educación monocultural, para avanzar en la construcción de procesos educativos interculturales, ya sea en territorios indígenas o en los nuevos contextos que surgen por la inmigración.Palabras clave: comunicación intercultural, diversidad cultural, educación intercultural, relaciones interétnicas. AbstractThis paper explores the challenges posed by the development of intercultural communicative competence (ICC) in relation to teacher training in the postcolonial Chilean context. Through a review of bibliographic sources it is recognized that the preparation of new teachers (indigenous and non-indigenous) has failed to transversely implement an intercultural educational approach. This has allowed Chile to keep the hegemony of eurocentric monoculturality, resulting in these teachers' insufficient understanding of the cultures present in the classroom. In order to contribute to this critical discussion in the field, this paper reflects on the possibilities that ICC provides when seeking new ways of knowing and of communicating that confront monocultural education and develop intercultural educational processes, either in indigenous territories or in the new immigration contexts.

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“…This creates tension for students, which is acknowledged and explored through written requirements such as reflective journals, individual practicum ‗de-briefings' and class discussions (Zeichner et al, 1998). Examples of students' reflections on practicum indicate that even though in many early childhood students the competencies required are beyond what is current practice in that centre, as students persist in their implementation they are rewarded with positive responses from children.…”

Section: Integration Of Theory and Practicementioning

confidence: 99%

Bicultural Development within an Early Childhood Teacher Education Programme

Ritchie

2003

International Journal of Early Years Education

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A research informed vision of good practice in multicultural teacher education: Design principles

Cited by 94 publications

References 7 publications

“Our Greatest Songs Are Still Unsung”: Educating Citizens About Schooling in a Multicultural Society

“Our Greatest Songs Are Still Unsung”: Educating Citizens About Schooling in a Multicultural Society

Competencia Comunicativa Intercultural: Formación De Profesores en El Contexto Poscolonial Chileno

Bicultural Development within an Early Childhood Teacher Education Programme

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