Teaching about Multicultural and Diversity Issues from an Humanistic Perspective.

Autor/in	Allen, James D.
Titel	Teaching about Multicultural and Diversity Issues from an Humanistic Perspective.
Quelle	(2000), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Attitude Change; Consciousness Raising; Cultural Awareness; Diversity (Student); Educational Psychology; Elementary Secondary Education; Higher Education; Multicultural Education; Preservice Teacher Education; Student Teacher Attitudes; Student Teachers + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Bewusstseinsbildung; Cultural identity; Kulturelle Identität; Erziehungspsychologie; Pädagogische Psychologie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Multikulturelle Erziehung; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin
Abstract	This paper describes how one Educational Psychology professor prepares predominantly white, female, middle-class student teachers for experiences with diverse learners by providing a learning task or activity that engages them in new experiences with someone different from themselves. This requires them to integrate principles related to teaching a diverse population of students as discussed in the an educational psychology text. The activity meets class goals in a personally meaningful manner. Students can choose from a variety of experiences related to: culture, ethnicity, religion, sexual orientation, race, nationality, social/economic class, and intellectual/physical ability. Students write summary reports describing how the experience affected the way they thought and felt about themselves, how they felt about the activity, and specific educational psychology principles regarding individual and group differences covered in the course as they related to their experiences. Students have reflected on many issues of diversity through this activity. They have spoken of developing better cognitive understanding of diversity and how the topics of individual and group differences covered in the course were relevant. They have shown that principals of diversity, multiculturalism, and humanistic psychology discussed in class have personal meaning in their interactions with others. Students have developed a more humanistic perspective of teaching and positive attitude about learner diversity. (Contains 27 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01