Striving for Critical Reflection in Multicultural and Social Justice Teacher Education: Introducing a Typology of Reflection Approaches

Autor/inn/en	Gorski, Paul C.; Dalton, Kelly
Titel	Striving for Critical Reflection in Multicultural and Social Justice Teacher Education: Introducing a Typology of Reflection Approaches
Quelle	In: Journal of Teacher Education, 71 (2020) 3, S.357-368 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gorski, Paul C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/0022487119883545
Schlagwörter	Multicultural Education; Social Justice; Preservice Teachers; Preservice Teacher Education; Critical Theory; Reflection; Self Concept; Cultural Awareness; Intercultural Communication; Equal Education; Social Change; Course Evaluation; Assignments; Metacognition + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Soziale Gerechtigkeit; Lehramtsstudiengang; Lehrerausbildung; Kritische Theorie; Selbstkonzept; Cultural identity; Kulturelle Identität; Interkulturelle Kommunikation; Sozialer Wandel; Assignment; Auftrag; Zuweisung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	Multicultural and social justice teacher education (MSJTE) scholars often have argued the importance of critical reflection in the cultivation of equity and social justice minded educators. In this critical content analysis study, we used existing conceptualizations of critical reflection to analyze reflection assignments from MSJTE courses in education degree and licensing programs in the United States to identify the nature of critical reflection incorporated into them and what distinguished critical reflection opportunities from other reflective assignments. Based on this analysis, we offer the beginnings of a typology of five approaches to reflection in multicultural and social justice education courses: (a) amorphous "cultural" reflection, (b) personal identity reflection, (c) cultural competence reflection, (d) equitable and just school reflection, and (e) social transformation reflection. We describe the characteristics of each and the role they might play in MSJTE contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01