Advocating Social Justice and Cultural Affirmation: Ethnically Diverse Preservice Teachers' Perspectives on Multicultural Education.

Rios, Francisco; Montecinos, Carmen

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Peer reviewed

ERIC Number: EJ598501

Record Type: Journal

Publication Date: 1999

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1066-5684

EISSN: N/A

Advocating Social Justice and Cultural Affirmation: Ethnically Diverse Preservice Teachers' Perspectives on Multicultural Education.

Rios, Francisco; Montecinos, Carmen

Equity & Excellence in Education, v32 n3 p66-76 Dec 1999

Investigated the attitudes of culturally diverse student teachers regarding multicultural education, social justice, and cultural affirmation. Surveys of preservice teachers before they were exposed to theories of multicultural education indicated that most were committed to teaching students of color and prioritized tasks addressing issues of social justice and curriculum that affirmed the cultures represented in the classroom. (SM)

Descriptors: Cultural Awareness, Cultural Pluralism, Diversity (Faculty), Diversity (Student), Elementary Secondary Education, Equal Education, Higher Education, Multicultural Education, Preservice Teacher Education, Student Teacher Attitudes, Student Teachers

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

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