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ERIC Number: ED397045
Record Type: Non-Journal
Publication Date: 1996
Pages: 31
Abstractor: N/A
Reference Count: N/A
Multicultural Self-Development in the Preservice Classroom: Equity Education for the Dominant Culture.
Houser, Neil O.; Chevalier, Marsha
European American educators can no longer ignore or presume to "serve" other sociocultural groups simply by changing those groups. Within a democratic and pluralistic society, individuals must be equally willing to modify their own beliefs and actions in light of the experiences and concerns of others. In doing so, "mainstream Americans" can develop a broader, more empathetic and socially active sense of self. Such development is essential if the dominant culture is to do its part in promoting the greater good of society. Qualitative data are presented from literacy and social studies methods courses to discuss the professors' efforts to promote multicultural self-development among European American preservice teachers (N=57). In each course, experiences were provided representing different sociocultural perspecitives. Students were challenged to examine systematically their feelings and observations. Along with multicultural literature, practicum experiences in both courses were used as a basis for class discussion. Although multicultural self-development proved both difficult and time consuming, the conclusion is drawn that it is nonetheless possible. (Contains 52 references.) (ND)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A