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ERIC Number: ED430946
Record Type: Non-Journal
Publication Date: 1999-Apr-23
Pages: 7
Abstractor: N/A
Reference Count: N/A
Ethnic Identity Development and In-service Teacher Education: A Case Study in Resistance and Change.
Makkawi, Ibrahim
This case study examined ethnic identity development within inservice teacher education. Participants were 11 white, female teachers in a summer course on multicultural education. Course readings were selected and sequenced to represent the experiences of ethnic and racial groups in American society while emphasizing intergroup power relations. The underlying assumption was that people respond to such information from their own white identity status, and through a cooperative learning process, they can move into higher statuses of healthy, nonracist white racial identity. The course drew upon psychology, sociology, and anthropology while emphasizing the dynamics between education, culture, and socioeconomic status and group and individual responses to these structures. The course stressed the dynamics of power and oppression in institutional settings, encouraging students to respond from their own collective identity. A student-centered, cooperative-learning approach based on critical reading, thinking, interpreting, and socially constructing knowledge was used. Students read assigned materials, wrote critical reflections, and participated in discussions. Data from participant observation and students' written reflections highlighted four subgroups: the hard to reach, the resisters to change, the searchers, and those who had achieved identity. The conceptualization of nonracist white racial identity as a positive development put many participants at ease and helped them further explore their own identity. Cooperative learning created a context in which individuals felt safe to voice and explore their opinions regarding controversial issues. (Contains 14 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A