Becoming Multicultural: Raising Awareness and Supporting Change in Teacher Education

Autor/inn/en	Zygmunt-Fillwalk, Eva; Clark, Patricia
Titel	Becoming Multicultural: Raising Awareness and Supporting Change in Teacher Education
Quelle	In: Childhood Education, 83 (2007) 5, S.288 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
Schlagwörter	Preservice Teachers; Multicultural Education; Minority Group Teachers; Disproportionate Representation; Cross Cultural Training; Culturally Relevant Education; Cultural Pluralism; Intercultural Programs; Sensitivity Training; Social Psychology; Cultural Awareness; Teacher Education + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Interkulturelle Orientierung; Kulturpluralismus; Sensitivitätstraining; Sozialpsychologie; Cultural identity; Kulturelle Identität; Lehrerausbildung; Lehrerbildung
Abstract	Becoming multicultural has been defined as a process whereby an individual develops competencies of perceiving, evaluating, believing, and doing in multiple ways (Banks, 1988). Nieto (1996) argues that "becoming a multicultural teacher means first becoming a multicultural person. Without this transformation of themselves, any attempts at developing a multicultural perspective will be shallow and superficial." Multicultural development discourse is particularly relevant for 21st century educators. While the number of minority students in U.S. schools has increased to approximately 40 percent, minority teacher representation continues to decrease and is currently estimated at only nine percent (Torres, Santos, Peck, & Cortes, 2004). Limited representation in the nation's teaching force by minority educators is a problem in and of itself, and the demographics of the current majority compound the problem. This article addresses these questions: (1) How can teacher educators turn this defeating tide?; (2) How can they advance preservice teachers' ability to welcome and embrace diversity?; and (3) How can they provide the impetus and catalyst necessary to effectively alter the prevailing tone that is so destructive to so many children and families in schools today? (ERIC).
Anmerkungen	Association for Childhood Education International. 17904 Georgia Avenue Suite 215, Olney, MD 20832. Tel: 800-423-3563; Tel: 301-570-2111; Fax: 301-570-2212; e-mail: headquarters@acei.org; Web site: http://www.acei.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10