Affirming Diversity: The Sociopolitical Context of Multicultural Education.

Gordon, Beverly; Nieto, Sonia

doi:10.2307/2295263

Cited by 470 publications

(71 citation statements)

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“…Since the late 1960s, advocates of multicultural education reform have sought to challenge the Eurocentric foundations of the American school curriculum ~Banks & Banks, 1993;Gay, 1992;Nieto, 1992;Sleeter & Grant, 1988!. Multicultural education as a reform movement has focused on practices in educational institutions, including, but not limited to, information conveyed in the curriculum.…”

Section: Multicultural Education: Problems and Perspectivesmentioning

confidence: 99%

“…I was relieved that only 6 more students wanted to overload. (Reflective notes on " Education and Culture," 1st day of class, 4024097) Multiculturalism is presently an established discipline in the field of education, with a body of knowledge, texts, and curricula ~Banks & Banks, 1995;Bennett, 1990;Gay, 1995;Nieto, 1992;Sleeter & Grant, 1987!. Despite the ongoing debate about the nature, goals, and politics of multicultural education, the discipline has taken hold in the minds and hearts of educators-prekindergarten through graduate school.…”

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confidence: 99%

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Mediating Boundaries of Race, Class, and Professorial Authority as a Critical Multiculturalist

Obidah

2000

Teachers College Record: The Voice of Scholarship in Education

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Despite the ongoing debate about the nature, goals, and politics of multicultural education, the discipline has taken hold in the minds and hearts of educators— prekindergarten through graduate school. However, for some of us who teach multicultural education, we approach our classrooms far more confident about what we want to teach, than about how we will teach it. Moreover, an examination of the assumptions underlying a multiculturalist discourse leads to questions about pedagogy; that is, what kind of pedagogy is necessary to teach multiculturalism, and how is pedagogy informed by a reconceptualization of the discipline's underlying assumptions. This article presents one professor's reflections on the challenges of mediating the boundaries of race, class, and professorial authority in an undergraduate multicultural education course.

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Section: Multicultural Education: Problems and Perspectivesmentioning

confidence: 99%

mentioning

confidence: 99%

Mediating Boundaries of Race, Class, and Professorial Authority as a Critical Multiculturalist

Obidah

2000

Teachers College Record: The Voice of Scholarship in Education

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“…The majority of our six participants were female, white, middleclass, and native speakers of English, corresponding with the demographics of typical U.S. teachers (Nieto and Bode, 2018). One of the female participants was of Chinese descent and considered herself multilingual, and the male participant was white and had experience teaching English in China.…”

Section: Samplementioning

confidence: 98%

“…Another study explored PSTs' challenges and successes with culturally relevant text selection and pedagogy for their literacy instruction (Christ and Sharma, 2018). When children saw themselves in books and these books mirrored their lives, they were motivated to read and thus had a higher engagement in literacy activities (Christ and Sharma, 2018;Nieto and Bode, 2018). Through readings of culturally relevant texts and professors' modeling of culturally relevant pedagogy and texts, PSTs were encouraged to implement both culturally relevant texts and pedagogy in their field-based practicum.…”

Section: Culturally Responsive Pedagogymentioning

confidence: 99%

“…Many graduate teacher preparation programs grapple with adequately preparing their PSTs for working with MLs (Allen et al, 2017;Fasching-Varner and Seriki, 2012;Warren, 2017). Nieto and Bode (2018) call for educational reforms to prepare educators to become better equipped to support diverse students. Moreover, Allen et al (2017) advocate that providing isolated coursework on diversity topics with ineffective field experiences tends to perpetuate the implicit biases and misconceptions among PSTs instead of preparing competent educators.…”

Section: Action Research In Graduate Teacher Educationmentioning

confidence: 99%

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Preservice Teachers’ Experiences on Becoming Culturally Responsive Educators: An Action Research Case Study

Koubek

Wasta

2023

ERIES Journal

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Reflection on teaching and learning is considered one of the most essential elements of teacher development. With the rise of multilingual learners in U.S. public schools, the role of critical reflection has become even more prominent in teacher preparation programs to disrupt preservice teachers’ (PSTs) biases and stereotypes regarding these learners and their families. Moreover, to address the widening educational inequities and to enact more equitable teaching practices, PSTs ought to reflect on their pedagogical practices with the guidance of an educator-mentor. Therefore, this qualitative action research case study explored how one teacher preparation program implemented reflective and experiential practices in their graduate Teaching English to Speakers of Other Languages coursework to assist PSTs in systematically examining their understandings of culturally responsive practices. Our research was grounded in culturally responsive teaching. Our findings revealed that our PSTs had an awareness of culturally responsive pedagogy; they recognized the importance of learning from and with their students and families but still had areas for growth when implementing culturally responsive practices, prompting us to further explore how these PSTs enact culturally sustaining practices in their future classrooms.

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Transformational teaching and the practices of black women adult educators

Johnson‐Bailey¹,

Alfred

2006

New Dir Adult Contin Educ

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This chapter uses the classroom experiences of two black women professors as a lens to examine how transformational theory affects learning and teaching. It also explores the ways in which dimensions of power have an impact on student-teacher interactions.Recently a colleague asked me, "Juanita, why are there no black women scholars in adult education writing about transformational learning?" Dumbfounded, I could not answer his question. He continued, "From my perspective, many of the black women in adult education seem to be about transformative learning and teaching in their scholarship and in their classrooms." Still at a loss for words, I had to agree with his observation. This chapter is an answer to his charge, and together with another black woman adult educator, we share our perspectives on transformational learning and teaching for transformation. Juanita's JourneyAs a young "colored" child growing up in the segregated South in the 1950s, transformational learning saved my life. As I matured into a precocious "Negro" adolescent, an outspoken race-conscious young black adult, and most currently as a black feminist scholar, transformational learning kept me sane and sustained me. Yet my transformational learning is not the learning set forth by Mezirow (1975, 1997) and Freire (1970. Rather, it is a learning that is bound by my cultural roots and one that can be identified through the writings of the Harlem Renaissance scholars and in the slave narratives. The transformational learning theory of the adult education literature introduced by Mezirow and Freire speaks to how adults use learn-49 5

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Affirming Diversity: The Sociopolitical Context of Multicultural Education.

Abstract: The pages of this Sample Chapter may have slight variations in final published form.

Cited by 470 publications

References 0 publications

Mediating Boundaries of Race, Class, and Professorial Authority as a Critical Multiculturalist

Mediating Boundaries of Race, Class, and Professorial Authority as a Critical Multiculturalist

Preservice Teachers’ Experiences on Becoming Culturally Responsive Educators: An Action Research Case Study

Transformational teaching and the practices of black women adult educators

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