Breaking the Yoke of Racism & Cultural Biases: Two Pre-Service Teachers' Online Discussions & Candid Reflections about Race & Culture

Autor/inn/en	Christian, Beth Morton; Zippay, Cassie
Titel	Breaking the Yoke of Racism & Cultural Biases: Two Pre-Service Teachers' Online Discussions & Candid Reflections about Race & Culture
Quelle	In: Multicultural Education, 19 (2012) 4, S.33-40 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Racial Bias; Student Teacher Attitudes; Multicultural Education; Preservice Teachers; Cultural Influences; Racial Differences; Computer Mediated Communication; Group Discussion; Cultural Differences; Student Diversity; Attitude Change; Language Usage; Reflection; Case Studies; Experience; Social Influences + Suchen Sie Ihr Suchwort? Racial discrimination; Rassismus; Multikulturelle Erziehung; Cultural influence; Kultureinfluss; Rassenunterschied; Computerkonferenz; Gruppendiskussion; Kultureller Unterschied; Attitudinal change; Einstellungsänderung; Sprachgebrauch; Case study; Fallstudie; Case Study; Erfahrung; Sozialer Einfluss
Abstract	The purpose of this study was to explore how critical and reflective thinking about race and culture evolved and manifested in online threaded discussions among pre-service teachers during a required Multicultural Education course. Because of the ubiquitous presence of computer-mediated forms of communication, research has increased in recent years that examines critical and reflective thinking practices of pre-service teachers in various web-based forums (e.g., Bodzin & Park, 2007; Jeong, 2003; Killian & White, 2003; Kippen, 2003 Levin, He, & Robbins, 2006; McCrory, Putnam, & Jansen, 2008; Meyer, 2004; Wade, Fauske, & Thompson, 2008). However, there are still relatively few research studies that track critical and reflective thinking about race and culture in web-based forums. This study investigated students' online threaded discussions as they related to personal beliefs about racial and cultural differences, personal experiences with regard to interracial conflict, as well as course readings and assignments about racial, cultural, and linguistic differences in classrooms and in societies. Findings suggest that deliberate and systematic reflections and discussions about race and issues of classroom diversity, as well as about mandated instructional programs and methods, yield a considerable amount of change in teachers' beliefs about race, language, and diversity. This research not only has implications for the preparation of pre-service teachers for teaching in diverse settings, but also for in-service teachers who have not had the opportunity to engage in this type of reflective practice. (Contains 1 note.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10