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ERIC Number: ED394942
Record Type: RIE
Publication Date: 1996-Feb
Pages: 8
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Assuring an Appreciation for Student Diversity: Alternatives to Teacher Education Field Experiences.
Gunzenhauser, Georg W.; And Others
This report provides an introduction to technology-based materials and mechanisms for ensuring student teachers' exposure to thought-provoking classroom diversity experiences. The paper discusses diversity in modern, multicultural, U.S. society and proposes an alternative definition that focuses more on an acknowledgement of the individual, with his/her total sum of experiences and characteristics. It is suggested that use of such a definition in developing teacher education curricula might induce a focus that would necessitate stricter control of the field experience components and a more effective interface between curricular content and the realities of life, with learning more centered on social issues and problems. It is maintained that students must understand themselves before they can be expected to assign value to others. Important technological innovations to assist in this effort include videotapes, relational databases, and CD-ROM. Western Illinois University is used an example of how to foster multicultural awareness in a somewhat restricted, rural, less culturally aware environment. The traditional approach to multicultural education has not necessarily led to the desired appreciation and respect for population diversity due to deep philosophical differences of opinion, environmental limitations, and a lack of self-appreciation. Alternative instructional aids, such as the database and CD-ROM potential described, cannot help but allow for movement toward a more global appreciation for others and a less restricted, less hostile environment, in general. (NAV)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Western Illinois University
Note: Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (Chicago, IL, February 21-24, 1996).