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ERIC Number: ED349306
Record Type: Non-Journal
Publication Date: 1992-Aug
Reference Count: N/A
Tender Feelings, Hidden Thoughts: Confronting Bias, Innocence, and Racism through Case Discussions.
This paper describes a case study approach to multicultural education and examines what was learned from a project utilizing teacher-written cases in a seminar for new teachers. A case is described and analyzed. Data were gathered by reflecting on what had been taught about teaching in diverse classrooms and discussing potential implications for teacher education and professional development. Findings suggest that case-based teaching provides opportunities for teachers to accomplish many things: make explicit their beliefs about teaching and learning; test assumptions about practice; confront personal biases; achieve a deeper understanding of issues related to race, gender and culture; and transform what is learned into instructional practices tailored to students. The publication is organized into five sections: (1) Case Methods in Multicultural Education: Background; (2) Confronting Bias, Innocence and Racism: A Case in Point; (3) Findings: Impact on Participants, Changes in Behavior, and Response to the Case-Based Approach; (4) The Challenges of Case-Based Teaching: Provide a Safe Environment, Monitor Participants' Emotions, Balance Personal and Participants Agendas, and Limitations of Case-Based Teaching; and (5) Implications. (Author/LL)
Descriptors: Beginning Teachers, Behavior Change, Case Method (Teaching Technique), Case Studies, Discussion (Teaching Technique), Educational Practices, Elementary Secondary Education, Faculty Development, Inservice Teacher Education, Multicultural Education, Social Bias, Teacher Attitudes, Teacher Response
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Far West Lab. for Educational Research and Development, San Francisco, CA.