Student Articulations of Critical Multicultural Education Concepts from One Study Abroad Experience in New Zealand

Autor/inn/en	Feinauer, Erika; Feinauer Whiting, Erin
Titel	Student Articulations of Critical Multicultural Education Concepts from One Study Abroad Experience in New Zealand
Quelle	In: Australian Journal of Teacher Education, 46 (2021) 5, S.54-74, Artikel 4 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-517X
Schlagwörter	Foreign Countries; Preservice Teachers; Student Attitudes; Preservice Teacher Education; Study Abroad; Multicultural Education; Field Experience Programs; Elementary Schools; Student Placement; Poverty; Minority Group Students; Power Structure; Culturally Relevant Education; Cultural Awareness; Cultural Differences; Teaching Methods; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Lehramtsstudiengang; Lehrerausbildung; Studies abroad; Auslandsstudium; Multikulturelle Erziehung; Praxisnahes Lernen; Elementary school; Grundschule; Volksschule; Schülerpraktikum; Armut; Cultural identity; Kulturelle Identität; Kultureller Unterschied; Teaching method; Lehrmethode; Unterrichtsmethode; Neuseeland
Abstract	This study examines how six teacher candidates in one U.S. based teacher preparation program articulate understandings of critical multicultural education concepts after a field experience in a study abroad program in New Zealand. Teacher candidates were interviewed about their understandings of culture, privilege, and social inequality. Field placements were in high poverty elementary schools with high numbers of linguistic and ethnic minority students. Teacher candidate responses revealed development of cultural appreciation but a lack of engagement with issues related to privilege and social inequality. Teacher candidates further had difficulty articulating issues of power and systemic privilege enacted either in the New Zealand context, or in their home cultural context in the United States. This study calls for more explicit support for teacher candidates as they grapple with recognizing and practicing a Culturally Relevant Pedagogy in order to realize the potential of diverse study abroad field experiences for teacher preparation. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01