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ERIC Number: EJ775327
Record Type: Journal
Publication Date: 2003
Pages: 8
Abstractor: ERIC
Reference Count: 27
ISSN: ISSN-1068-3844
Readings of Diversity from an Undergraduate Foundations Course: The Insights of Four Undergraduates and the Implications for Teacher Education
Lowenstein, Karen
Multicultural Education, v11 n2 p15-22 Win 2003
This study explores the following question: How do teacher candidates reflect on their learning about issues of diversity? As a novice teacher educator teaching a foundations course that foregrounds issues of diversity, power, and opportunity in schools and other social institutions, the author of this study set out to analyze how the students from her course who are pursuing teacher certification reflect upon their learning about diversity after completing this course. In this paper, she shares her analysis of interviews with four of her former students, foregrounding their voices in order to explore how they make sense of their learning about diversity. After an analysis of the reflections of the teacher candidates, she shares some initial conclusions about the challenges involved in teaching and learning about diversity. Here, she discusses the implications for teacher education, as she describes the tensions that the teacher candidates foreground and how these tensions complicate her theory of teacher learning about diversity that starts from the assumption that preservice teachers have experiences from which they can begin to theorize about issues of diversity. Before offering an analysis of each student's interview, she describes the foundations course that the students completed before their interviews, offers a brief introduction of the composition of the class and of the students who were interviewed, and describes the methodology of this study. (Contains 4 notes.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A