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ERIC Number: EJ884902
Record Type: Journal
Publication Date: 2010-Jun
Pages: 18
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: ISSN-0362-6784
Toward a Practice of Polyphonic Dialogue in Multicultural Teacher Education
DePalma, Renee
Curriculum Inquiry, v40 n3 p436-453 Jun 2010
As the instructor of a multicultural education course for preservice teachers, I have attempted to guide my students in critiquing and reconceptualizing the deficit view of students, particularly minority students, endemic to the American school system. Yet I am faced with a dilemma: Is the fact that I believe my own students have deficit views of their future students not itself a deficit view, similar to the one I am trying to challenge? How can I escape this model of the teacher fixing the deficits of students in my own teaching? Bakhtin provides a framework within which I as a university professor can avoid the deficit trap with regard to my own students. Using a self-study methodology, this article analyzes ways in which adopting a pedagogy based on Bakhtin's (1986, pp. 292-293; 1999) notions of dialogism and polyphony has shifted my own and my students' participation patterns and describes some of the challenges I face in the continuous process of reflection on and redesign of my own teaching practice. After identifying potential patterns of dialogicity and developing some strategies for promoting these, I present a case study illustrating how these dialogic teaching strategies provided a framework for exploring heteronormativity.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A