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ERIC Number: EJ847145
Record Type: Journal
Publication Date: 2009
Pages: 6
Abstractor: ERIC
Reference Count: 44
ISBN: N/A
ISSN: ISSN-1068-3844
Approaches to Multicultural Education in Preservice Teacher Education: Philosophical Frameworks and Models for Teaching
Smith, Earl Bradford
Multicultural Education, v16 n3 p45-50 Spr 2009
With the increase in ethnic diversity in the United States, many educators have recognized the need to expand their knowledge of multicultural education in the public schools. The success or failure of multicultural education depends upon the effective preparation of teachers and administrators. These teachers must be competent in the courses they teach if their students are to be academically successful. However, teachers face multiple and complex issues that challenge many of their traditional educational practices and assumptions. As the percentage of diverse students grows, it becomes increasingly important to sensitize teachers to the importance of culture and how it impacts the teaching and learning process. Effective teachers in a diverse world need an education that enables them to attain new knowledge, paradigms, and perspectives on the United States and the world, and to deal effectively with both the challenges and opportunities of diversity. It is also significant to construct a curriculum that supports student teachers with full acknowledgement of differences in race, culture, and gender to interrogate their experiences, understand schools as sites for struggles over power, and become better prepared to teach in an increasingly multiracial and multicultural society. In this article, the author aims to demonstrate how implementing a multicultural education philosophy supported by immersion experience models can help classroom teachers promote educational equity and social justice while helping all students reach their academic and social potential. The author focuses on published data-based research studies that examine the preparation of teachers for schools that serve historically underserved, multicultural student populations. In conclusion, the author asserts that a multicultural approach to training educators and practitioners is essential in an increasingly diverse society.
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Publication Type: Journal Articles; Opinion Papers
Education Level: Higher Education
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A