ERIC Number: EJ1089401
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 39
Silos to Symphonies? Hopes and Challenges Implementing Multicultural Programme Infusion
Liu, Laura B.; Milman, Natalie B.
Pedagogies: An International Journal, v8 n3 p215-234 2013
The need to infuse multicultural education (ME) across teacher preparation programmes is well documented by research, yet institutions are at very different stages in this endeavour. While most programmes demonstrate a segregated approach to ME, confining diversity to specialty courses, ME programme infusion places diversity, equity and social justice at a programme's centre. This study presents triumphs and challenges faculty faced in integrating ME across one teacher preparation programme. Via one academic year of observations, interviews and document analyses, this study was informed by Cochran-Smith, Davis and Fries' 12 factors for multicultural teacher preparation, Gay's descriptors for ME programme infusion and Melnick and Zeichner's promising programme practices for preparing teacher candidates effectively to teach in diverse twenty-first century classrooms. Findings show that the faculty members approached ME infusion by establishing a vision in support of diversity and ME and creating professional learning communities offering a safe context for critical reflection on attitudes and pedagogies supporting diverse populations. However, a lack of connection between the ME and the core programme courses, and discrepancies among participant perspectives, demonstrated the need for more extensive ME programme infusion. Implications for practitioners, policymakers and researchers are given.
Descriptors: Multicultural Education, Teacher Education Programs, Observation, Interviews, Documentation, Content Analysis, Student Diversity, Teacher Educators, Reflection, Student Attitudes, Teaching Methods, Communities of Practice, Social Justice, Cultural Pluralism, Qualitative Research, Case Studies
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A