Historical foundation of diversity courses in teacher education programs and challenges of pedagogic application
Main Article Content
Abstract
This article examines the historical underpinnings of multicultural education with respect to its origin, goals, and struggles for implementation in public schools prior to the 1970s. It also discusses the impeding factors that have up to now hampered an effective multicultural education preparation for preservice teachers, who are expected to acquire instructional strategies grounded in the core values of multicultural education in order to be effective teachers of diverse student populations. The setbacks, otherwise known as areas of concerns in multicultural teacher education courses, are explored in this article and classified as unpreparedness of middle‐class white preservice teachers, scope of the curriculum and
pedagogy, preservice teachers’ deficit beliefs, preservice teachers’ resistance to diversity and equity courses, racial identities of the instructors of diversity courses, and direct experiences. The examination of the setbacks are meant to raise awareness of the intricacies of teaching diversity and equity courses for teacher educators, and not to discount the contribution of such courses in inculcating cross‐cultural awareness and praxis in prospective teachers.
Downloads
Article Details
The International Journal of Literacy, Culture, and Language Education (IJLCLE) (the “Publisher”) and the Author(s) agree as follows:
- Publication and Promotion: In consideration of the Publisher’s agreement to publish the Work, Author hereby grants and assigns to Publisher the non-exclusive right to print, publish, reproduce or distribute the Work throughout the world in all possible formats by any method now known or hereafter developed, including electronic and print formats, and to market or sell the Work or any part of it as Publisher sees fit. Author further grants Publisher the right to use the Author’s name in association with the Work in published form and in advertising and promotional materials.
- Copyright: Copyright of the Work remains in Author’s name.
- Prior Publication and Attribution: Author agrees not to publish the Work in print or electronic form prior to publication of the Work by the Publisher. Author agrees to cite, by author, title and publisher, the original International Journal of Literacy, Culture, and Language Education (IJLCLE) publication when publishing the Work elsewhere.
- Author Representations: The Author represents and warrants that the Work: (a) is the Author’s original Work and that Author has full power to enter into this Agreement; (b) does not infringe the copyright or property of another; (c) is accurate, and that any research or investigation conducted for the purpose of the Work abides by the guidelines and regulations of the Institutional Review Board and/or the Institutional Animal Care and Use Committee; (d) contains no material that obscene, libelous, defamatory or previously published, in who or in part, except when written permission for reprinting is provided from another publisher. Author is responsible for requesting and providing such permission to the Publisher. Author shall indemnify and hold Publisher harmless against loss of expenses arising from breach of any such warranties.
- Licensing and Reuse: Unless another option is selected below, reuse of the published Work will be governed by a Creative Commons Attribution – NonCommercial NonDerivative 4.0 International License (CC BY-NC-ND 4.0; http://creativecommons.org/licenses/by-nc-nd/4.0). This license lets other use contents of the Work without revision, although new works must acknowledge the original International Journal of Literacy, Culture, and Language Education (IJLCLE) publication and be non-commercial; they do not have to be licensed on the same terms.