Learning to Teach Mindfully: Examining the Self in the Context of Multicultural Education

Autor/inn/en	Griggs, Tom; Tidwell, Deborah
Titel	Learning to Teach Mindfully: Examining the Self in the Context of Multicultural Education
Quelle	In: Teacher Education Quarterly, 42 (2015) 2, S.87-104 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Teacher Educators; Multicultural Education; Perception; Metacognition; Self Evaluation (Individuals); Race; Whites; Social Bias; Racial Bias; Teacher Education; Reflection; Experience; World Views; Teacher Attitudes; Empathy; Consciousness Raising; Instructional Materials; Content Analysis; Computer Mediated Communication; Group Discussion + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Multikulturelle Erziehung; Wahrnehmung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Rasse; Abstammung; White; Weißer; Racial discrimination; Rassismus; Erfahrung; World view; Weltanschauung; Lehrerverhalten; Empathie; Bewusstseinsbildung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Inhaltsanalyse; Computerkonferenz; Gruppendiskussion
Abstract	This article tells the story of a self-study partnership between the authors, Tom and Deb, two teacher educators from different institutions. This partnership began with discussions about shared interests and shared dilemmas in teaching multicultural education content at their respective universities. Over a 2-year period of time, the authors began to look closely at Tom's experiences integrating mindfulness (as defined by Thich Nhat Hanh, 1991) into his instruction, which resulted in self-study research in which Tom asked himself, How has mindfulness affected my teaching graduate multicultural education courses at my institution? In the interconnection of multicultural education and issues of race, Schulte (2004, 2009) argued that teacher educators cannot effectively address preparing new teachers for a diverse classroom without examining their own issues of White privilege, especially when teacher preparation has a presence that is overwhelmingly White (Sleeter, 2001). Such reflective practice requires teacher educators to be aware of their life experiences that have influenced how they perceive and know about the world and to step beyond that context to appreciate and understand the views and world knowledge of others. For Tom and Deb, mindfulness, as described by Nhat Hanh (1991), is about compassion, empathy, and deep listening. It provides an approach to thinking about one's teaching and to addressing one's teaching actions in the field on a moment-by-moment, breath-by-breath basis. The article begins with Tom's discussion of the development of mindfulness in his life, which provides the rich context for this study, and follows with Deb's discussion of her role as the critical friend and other voice in the study. As a self-study of practice, Tom's voice is reflected in first person singular throughout the discussion of the methodology, data, and discussion of the meaning of those data within the context of his teaching practice. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01