ERIC Number: ED454191
Record Type: RIE
Publication Date: 2001-Apr
"More than I Bargained For": Confronting Biases in Teacher Preparation.
This paper presents the cases of four preservice teachers enrolled in a critical multicultural education course during Spring 2000, showing how the readings, cross-racial dialogues, and journal reflections that were part of the course helped students, for the first time and irrespective of race and gender, discuss their experiences and question personal views on race, class, gender, and sexuality. Throughout the semester, student teachers read and discussed topics that challenged their thinking about race, class, gender, and sexuality. Each responded differently, but each delved deep into his or her consciousness in an attempt to understand the readings and one another. Analysis of data from the student teachers' portfolios highlighted four patterns: questioning race, class, gender, and sexuality; validating their previous experiences; resisting critique; and understanding the role of inspirational narratives. The readings helped the aspiring teachers become aware of connections between their own views and social issues that plague the United States. The paper concludes that teacher education programs must provide aspiring teachers with opportunities to understand their beliefs and experiences within social, political, cultural, and historical contexts. Teacher educators must also recognize and rethink their own experiences with race, class, sex, and gender bias. (Contains 20 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001).