ERIC Number: EJ1257258
Record Type: Journal
Publication Date: 2020
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1467-5986
EISSN: N/A
Supporting Critical Multicultural Teacher Educators: Transformative Teaching, Social Justice Education, and Perceptions of Institutional Support
Gorski, Paul C.; Parekh, Gillian
Intercultural Education, v31 n3 p265-285 2020
In most teacher education programmes in Canada and the United States, educators' opportunities to develop equity-related skills are concentrated into single 'multicultural' courses. These courses tend to have a conservative or liberal orientation, focused on appreciating diversity or cultural competence, rather than a critical orientation, focused on preparing teachers to address inequity. In this study, based on a survey of instructors of multicultural and intercultural teacher education courses in Canada and the US (N = 186), we examined the relationship between the criticality of their multicultural teacher education courses and their perceptions of institutional support for the values they teach. We found a negative relationship between the two -- the more critical the instructors' approaches, the less institutional support they perceived.
Descriptors: Foreign Countries, Cultural Pluralism, Teacher Educators, Social Justice, Teacher Education Programs, Equal Education, Multicultural Education, Teacher Attitudes, College Role, Critical Theory, Cultural Awareness, Social Bias, Social Influences, Course Content, Social Values
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada; United States
Grant or Contract Numbers: N/A