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ERIC Number: EJ810845
Record Type: Journal
Publication Date: 2008-Jul
Pages: 25
Abstractor: As Provided
ISSN: ISSN-0887-8730
Negotiating Resistance to Multiculturalism in a Teacher Education Curriculum: A Case Study
Thomas, Shelley; Vanderhaar, Judi
Teacher Educator, v43 n3 p173-197 Jul 2008
This study examined a teacher education program rooted in a social justice framework and intended to infuse multicultural education throughout the curriculum. Two teacher educators designed the three-year, undergraduate program to prepare mostly White candidates from a suburban area to teach in urban elementary schools. By describing the perceptions of both teacher candidates' and their instructors about programmatic experiences, coupled with examination of all course syllabi, we illuminate various dynamics that support and hinder multiculturalism in teacher education. The findings from this study reveal opportunities to enhance multicultural teacher education by negotiating candidates' resistance. Through opportunities that challenge their perspectives and scaffold their conceptions of ideas, such as classroom as communities, candidates can develop capacities as multicultural educators. Although we acknowledge that multicultural education should be a focus within and across programs, we believe this focus should be systematic, deliberate and visible. (Contains 4 footnotes.)
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; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A