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ERIC Number: EJ795236
Record Type: Journal
Publication Date: 2004
Pages: 16
Abstractor: ERIC
Reference Count: 25
ISSN: ISSN-0737-5328
Scaffolding Conscientization through Inquiry in Teacher Education
Sleeter, Christine; Torres, Myriam N.; Laughlin, Peggy
Teacher Education Quarterly, v31 n1 p81-96 Win 2004
It is common knowledge that the great majority of preservice teachers are white while the student population is becoming increasingly diverse. Surveys consistently find that although a large proportion of white preservice students anticipate working with children of another cultural background, as a whole they bring very little cross-cultural background, knowledge and experience, and little awareness or understanding of discrimination, especially racism. Preservice students of color tend to bring greater commitment to multicultural teaching, social justice, and providing children of color with an academically challenging curriculum. As teacher educators, these authors have wrestled with using multicultural critical pedagogy to prepare such preservice students both to teach culturally and linguistically diverse students well, and to use multicultural critical pedagogy. They have found Paulo Friere's problem-posing pedagogy to be especially helpful. Their teaching processes provide students with opportunities and assistance for critically examining their social realities. This is a complex process of awakening, reflecting, learning from each other, and learning how to learn for oneself about issues of oppression. The topics the authors have addressed are particularly sensitive and, at times, students manifest denial and frustration. The authors have found, however, that scaffolded inquiry is a helpful pedagogical tool for moving students through their frustration. Their aim has been to facilitate students' questioning of their own assumptions, and to engage them in issues that many would rather avoid. This article shares the authors' practice of Freire's problem-posing pedagogy in teacher education.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A