ERIC Number: EJ1133324
Record Type: Journal
Publication Date: 2017-Mar
Abstractor: As Provided
Reference Count: 66
The Influence of "Super-Diversity" on Pre-Service Teachers' Sensitivity to Cultural Issues
Wyatt, Tasha R.
Multicultural Learning and Teaching, v12 n1 p87-109 Mar 2017
While many teachers in American pre-service programs struggle to develop experience and awareness of multicultural issues (Sleeter, 2001, "Preparing teachers for culturally diverse schools: Research and the overwhelming presence of Whiteness." "Journal of Teacher Education," 52(2), 94-106. doi:10.1177/0022487101052002002), there is a modicum of evidence to suggest that today's college students are ahead of their predecessors in preparing for multicultural teaching. This study analyzes how seven pre-service teachers made sense of their students' cultural struggles as they authored multicultural literature written for children in Hawai'i. The results indicate teachers used their own experiences to make sense of students' cultural struggles and when they could not find commonality, they engaged in ethnographic research. The results have implications for preparing millennial teachers and calls for rethinking the standard curriculum in preparing teachers for multicultural teaching.
Descriptors: Preservice Teachers, Cultural Awareness, Ethnography, Cultural Pluralism, Teacher Education, Cultural Differences, Childrens Literature, Hawaiians, Teacher Attitudes, Teaching Methods, Teacher Education Curriculum, Role, Educational Researchers, Participant Observation, Semi Structured Interviews
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Hawaii