NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ825227
Record Type: Journal
Publication Date: 2008
Pages: 28
Abstractor: As Provided
Reference Count: 73
ISSN: ISSN-0093-3104
Fostering Critical Dialogue across Cultural Differences: A Study of Immigrant Teachers' Interventions in Diverse Schools
Subedi, Binaya
Theory and Research in Social Education, v36 n4 p413-440 Fall 2008
There is limited research in the field of social studies that documents how immigrant teachers are working to make social studies classrooms a space for critical dialogue, especially within settings where immigrant and nonimmigrant students interact. By using data from a yearlong qualitative study in which interviews and observations were conducted, the author examines the ways in which two immigrant teachers created a climate for critical dialogue to teach about cultural differences. The findings demonstrate how the teachers emphasized the need to critique stereotypes and discriminatory acts and valued the need to engage in cross-cultural interactions. The findings also illustrate the need to examine how teaching about differences is complex and messy. The author argues that social studies teachers need to be more accountable to how honest dialogue takes place in classrooms and how teachers need to recognize and validate the subject position of diverse learners. (Contains 1 note.)
College and University Faculty Assembly of NCSS. 8555 Sixteenth Street Suite 500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A