The Holistic Analysis of Multicultural Teaching Framework: Capturing Teachers' Pauses and Their Hybrid and Fluid Multicultural Practices

Autor/inn/en	Freire, Juan A.; Valdez, Verónica E.
Titel	The Holistic Analysis of Multicultural Teaching Framework: Capturing Teachers' Pauses and Their Hybrid and Fluid Multicultural Practices
Quelle	In: International Journal of Multicultural Education, 23 (2021) 2, S.127-144 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5267
Schlagwörter	Holistic Approach; Multicultural Education; Teaching Methods; Cultural Awareness; Educational Practices; Bilingual Education; English; Spanish; Research Methodology; Teacher Education; Equal Education; Intervals + Suchen Sie Ihr Suchwort? Holistischer Ansatz; Multikulturelle Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural identity; Kulturelle Identität; Bildungspraxis; Bilingual teaching; Bilingualer Unterricht; English language; Englisch; Spanisch; Research method; Forschungsmethode; Lehrerausbildung; Lehrerbildung
Abstract	James Banks's framework for determining the levels of integration of multicultural content in teachers' pedagogy has long been a tool used by researchers worldwide. This article introduces the Holistic Analysis of Multicultural Teaching Framework that rethinks Banks's framework to allow research analysis to capture the hybrid and fluid aspects of teachers' multicultural practices as well as the pauses in their practices over time. Data from a study on U.S. dual language teachers' classroom implementation of multicultural practices serves to illustrate the utility of the Holistic Analysis framework in analyzing teachers' multicultural practices. Implications for teacher educators and researchers are discussed. (As Provided).
Anmerkungen	International Journal of Multicultural Education. Eastern University, 1300 Eagle Road, St. Davids, PA 19087. Tel: 610-341-1597; Fax: 484-581-1276; e-mail: ijme@eastern.edu; Web site: http://www.ijme-journal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01