Having Our Say about Multicultural Education

Interculturality and Teacher Education. A Study from Pre-service Teachers’ Perspective

“…Likewise, its structure is based on the theoretical or practical nature of the item (blocks) and the positioning that underlies each variable (dimensions). The contribution by Hill-Jackson, Sewell and Waters (2007) describes the development of the constructs in the dimensions. These authors argue that it is possible to group pre-service teachers' dispositions about cultural diversity into two profiles: those who present a vision of cultural diversity as a problem (resisters) and those who hold a favorable position (advocates).…”

Impacto de la formación inicial docente intercultural. Una revisión de la investigación

“…Con resultados menos concluyentes encontramos los trabajos de Espiritu (2006), Hill-Jackson et al (2007 y Fernsten (2009). Espiritu (2006), basándose en las observaciones a 23 estudiantes y en los trabajos realizados en clase, reconoce que la formación para la diversidad cultural tiene impactos diferentes en función de la posición de privilegio social, cultural y económico de los participantes.…”

“…Los estudiantes de grupos privilegiados minimizan el poder social de su posición y su contribución en el mantenimiento de las desigualdades socioculturales y actitudes racistas; mientras que los estudiantes en desventaja asumen una postura más crítica hacia la sociedad y la atención proporcionada a la diversidad cultural. Hill-Jackson et al (2007), en un estudio con 200 alumnos, revelan que el impacto de la formación inicial varía en función del perfil de cada persona.…”

Multicultural Education

“…This is related to Rosenqvist's research purpose and philosophy of multiculturalism. That is, all students, regardless of gender, social class, ethnic, racial, or cultural characteristics, should experience equal opportunity of education (Hill-Jackson et al, 2007). However, Obiakor (2007) assures equitable education, specifically multicultural special education that represents a realistic view of change needed as an integral part of general education.…”

“…A more delimited aim is to reach a deeper understanding for how teachers, school leaders, and school politicians think about "day function" (Rosenqvist, 2001). Hill-Jackson, Sewell and Waters (2007) addressed the importance of multicultural education. Moreover, they pointed out teachers need to be multicultural…able to relate to many cultures with the knowledge, skills, and attitudes to better understand the growing student diversity.…”