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Cho, Hyunhee; Gay, Geneva – Multicultural Education Review, 2021
This study examined the social justice teaching beliefs and practices of three novice teachers from the perspectives of complexity theory. A qualitative multi-case study methodology was used to collect data that included interviews, classroom observations, and simulated recalls. The findings describe the lived experiences of the participants…
Descriptors: Social Justice, Faculty Development, Preservice Teachers, Beginning Teachers
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Cho, Hyunhee – Multicultural Education Review, 2018
In a multicultural democratic society, the increasing demographic diversity within and across nation-states calls attention to pedagogical knowledge and skills needed to engage students in discussing controversial cultural issues (CCIs). Woven in the intersection of democratic education and multicultural education, this qualitative study sought to…
Descriptors: Foreign Countries, Controversial Issues (Course Content), Decision Making, Multicultural Education