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ERIC Number: ED350275
Record Type: Non-Journal
Publication Date: 1991-Feb
Pages: 14
Abstractor: N/A
Reference Count: N/A
Developing an Understanding of the Multicultural Classroom: Experiences for the Monocultural Preservice Teacher.
Dana, Nancy Fichtman
Demographic projections indicate that the classrooms of the future will be quite different from those of the past because of the increasing language and ethnic diversity found among the American student population. As a result, there has been increasing concern about preparing monocultural teachers for multicultural classrooms. Teacher education literature provides a limited framework for designing courses to prepare teachers for a classroom student culture different from their own. One of the most valuable avenues available to the preservice teacher who attempts to enter and understand a different culture is the avenue of reading literature. Exposure to children's literature that includes an array of cultural settings can help preservice teachers develop an understanding and appreciation of the diversity of cultures both within and outside the United States. Exposure to this literature will also help them develop a repertoire of readings which they can incorporate into their teaching practices. In a preservice course at Florida State University, children's literature was used to prepare White preservice student teachers to work with African American students in Leon County, Florida. This paper discusses selection of appropriate literature and gives specific examples of children's books and their use in the college course. Two categories of books are discussed: socially conscious books, which are written by White or African American authors for White audiences to acquaint readers with the African American condition; and culturally conscious books, which are written by African American authors who portray the uniqueness of being African American from the author's own perspective. (IAH)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A