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ERIC Number: EJ1104902
Record Type: Journal
Publication Date: 2010
Abstractor: As Provided
The Scholarship Informing the Practice: Multicultural Teacher Education Philosophy and Practice in the United States
Gorski, Paul C.
International Journal of Multicultural Education, v12 n2 2010
This study examines the scholarly literature identified by multicultural teacher educators in the United States as most influential to their work. More than 200 multicultural teacher educators were surveyed about the books and the journals that have most influenced the ways they conceive and practice multicultural teacher education (MTE). Responses were tabulated, creating lists of the most-identified books and journals. These lists were analyzed around three primary questions: (1) What do these data suggest about the philosophical frameworks and operationalizations of MTE among multicultural teacher educators?; (2) What do they reveal about the issues multicultural teacher educators consider more or less integral to MTE?; and (3) What might they uncover about the "null curriculum" of MTE? Findings suggest that, in contrast with much of the existing scholarship, MTE practitioners do engage with critical approaches to MTE, even if this might not be reflected consistently in their practice, and that MTE practitioners identify more strongly with literature concerning race and racism than with that concerning other identities and oppressions. Implications of these findings are discussed.
Descriptors: Educational Philosophy, Race, Racial Bias, Teacher Educators, Cultural Pluralism, Multicultural Education, Teacher Attitudes, Educational Practices, Teacher Education, Online Surveys, Periodicals
International Journal of Multicultural Education. Eastern University, 1300 Eagle Road, St. Davids, PA 19087. Tel: 610-341-1597; Fax: 484-581-1276; e-mail: firstname.lastname@example.org; Web site: http://www.ijme-journal.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A