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ERIC Number: ED347134
Record Type: Non-Journal
Publication Date: 1992-Apr
Pages: 21
Abstractor: N/A
Reference Count: N/A
Teacher Preparation: Implications of Cummins' Theoretical Framework for Analyzing Minority Students' School Failure.
Nel, Johanna
The central tenet of Cummins' framework for intervention is that students from "dominated" social groups are either "empowered" or "disabled" as a direct result of their interactions with teachers. These interactions are mediated by the role definitions that educators assume in relation to certain institutional characteristics of schools. If the viability of Cummins' theoretical framework is accepted, multicultural methodology at colleges of education has to be reconsidered. Guided by Cummins' model and research literature, the curriculum and instructional methodology of a multicultural course was modified to emphasize growth in cultural sensitivity and acquisition of the knowledge, skills, and attitudes needed to alter relationship structures. A Cultural Diversity Inventory (Henry) measuring individual attitudes, beliefs, and behavior towards children of culturally diverse backgrounds was administered to preservice teacher education students before and after taking the multicultural course. Students were also asked to select a preferred goal for multicultural education. Some goals and objectives for the course were: (1) to ensure that each student understands the professional responsibilities of teachers in a multiracial society; (2) to incorporate minority languages and cultures into the program; (3) to know the importance of achieving minority community participation; and (4) to know the importance of teachers becoming advocates of minority students in assessment procedures. Strategies for achieving these and other desired goals in the teacher education curriculum are suggested and results of the student questionnaires are noted. (80 references) (LL)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A