Reframing Learning to Teach Diversity: Multicultural Curriculum within a Cosmopolitan Context

Autor/in	Moon, Seungho
Titel	Reframing Learning to Teach Diversity: Multicultural Curriculum within a Cosmopolitan Context
Quelle	In: Asia-Pacific Journal of Teacher Education, 45 (2017) 5, S.469-486 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2016.1245407
Schlagwörter	Qualitative Research; Multicultural Education; Teacher Education Programs; Preservice Teachers; Student Diversity; Equal Education; Teaching Methods; Program Content; Cultural Pluralism; Consciousness Raising; Social Bias; Graduate Students; Reports; Group Discussion; Student Projects; Curriculum; Learning Activities; Identification (Psychology) + Suchen Sie Ihr Suchwort? Qualitative Forschung; Multikulturelle Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Programmgestaltung; Kulturpluralismus; Bewusstseinsbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Abschlussbericht; Berichten; Gruppendiskussion; Schulprojekt; Curricula; Lehrplan; Rahmenplan; Lernaktivität
Abstract	This qualitative study explores the possibilities of reframing multicultural teacher education in the context of critical cosmopolitanism. I examine the ways in which 34 pre-service and in-service teachers learn to teach diversity and multicultural issues in their curriculum. I use three sets of coursework materials, including course discussions, small group presentations, and midterm and final papers to investigate their conceptualisations of diversity and equity issues in education. I present two salient themes as they reframe to teach diversity by reviewing both local and global conflicts: (a) analysing the frame of recognition and (b) revisiting the notions of self-other and interrelationality. Butlerian theory of recognisability provides an important theoretical and pedagogical approach for exploring the conditions of recognition as "liveable life," rather than focusing on "what works best" for increasing teachers' cosmopolitan awareness. Teacher education programmes could benefit from critical cosmopolitanism when implementing a theoretical and pedagogical strategy for teaching diversity within a global context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01