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ERIC Number: EJ1012217
Record Type: Journal
Publication Date: 2013
Pages: 6
Abstractor: ERIC
Reference Count: 24
ISSN: ISSN-1521-0960
The Engaged Dialogue: Reflections on Preparing African American Teachers for Diverse Classrooms
Cook, Daniella Ann
Multicultural Perspectives, v15 n1 p46-51 2013
This article is both reflective and critical as the author seeks to engage in a dialogue that strategizes how the needs of diverse teachers are met without essentializing their identities and experiences. Within the tendency of equating teaching with Whiteness is the assumption that Black teachers intrinsically know how to teach Black students and by extension all students of color. This operating assumption ignores the very real pedagogical needs of Black teachers. As both a process and a goal, multicultural education seeks to resist oppression and create a society in which all groups are full and equal participants and resources are distributed in such a way as to ensure that all students have access to rigorous, meaningful, and high quality schooling experiences. Doing this requires addressing the pedagogical needs of African American preservice teachers. But how--given the current context of unequal power, contradictory ideologies, and paradoxical practices often found within schools of education? Teacher educators must rethink and give attention to how courses, and professional development, can better prepare and meet the needs of Black teachers. As Crenshaw cautions, " is fairly obvious that treating different things the same can generate as much inequality as treating the same things differently" (as quoted in Collins, 2000). Given the tendency for multicultural education and diversity courses in teacher education programs to focus on White needs, the growing body of research on African American preservice teachers, the design and implementation of multicultural education and diversity courses must: (1) Respect the multidimensionality of African American preservice teachers; (2) Expand the content of the curriculum in courses by intentionally incorporating knowledge, experiences, and perspectives of diverse scholars and writers; (3) Incorporate multiple genres of writing and narrative into class activities and assignments; and (4) Create a space that encourages critical questioning and active listening. This article discusses how to incorporate these aspects into multicultural education courses. In particular, the author explores the challenges and struggles in working to integrate these aspects that would specifically account for what research has illuminated about African American experience in such courses within predominately White classes. (Contains 1 footnote.)
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Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A