NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ828486
Record Type: Journal
Publication Date: 2007-Oct
Pages: 5
Abstractor: ERIC
Reference Count: 41
ISSN: ISSN-1521-0960
Critical Thoughts: Reexamining Teacher Training, Cultural Awareness, and School Reform
Scott, Kimberly; Mumford, Vincent
Multicultural Perspectives, v9 n4 p54-58 Oct 2007
President Bush's education act--No Child Left Behind (NCLB)--promises to close the achievement gap created by race, social class, disabilities, and English proficiency. Some scholars have argued that students achieve at higher rates when their teachers are culturally sensitive, utilize culturally relevant pedagogy, and can create a genuinely empathetic relationship with youngsters who are culturally different. If people know this to be true, then why does the federally mandated NCLB not mention increasing teachers' cultural awareness? Without government intervention, many teacher education programs have identified one discipline as an ideal vehicle to prepare teachers for their inevitable culturally diverse classrooms--social foundations of education (SFE) courses. In this position paper, the authors discuss why and how SFE can increase the cultural competencies of teachers. They also provide some recommendations on what is missing in the literature on SFE and cultural diversity training and discuss how teacher education programs need to increase the number of SFE cultural diversity courses.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001