Literaturnachweis - Detailanzeige
| Autor/inn/en | Gorski, Paul C.; Parekh, Gillian |
|---|---|
| Titel | Supporting Critical Multicultural Teacher Educators: Transformative Teaching, Social Justice Education, and Perceptions of Institutional Support |
| Quelle | In: Intercultural Education, 31 (2020) 3, S.265-285 (21 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1467-5986 |
| DOI | 10.1080/14675986.2020.1728497 |
| Schlagwörter | Foreign Countries; Cultural Pluralism; Teacher Educators; Social Justice; Teacher Education Programs; Equal Education; Multicultural Education; Teacher Attitudes; College Role; Critical Theory; Cultural Awareness; Social Bias; Social Influences; Course Content; Social Values; Canada; United States |
| Abstract | In most teacher education programmes in Canada and the United States, educators' opportunities to develop equity-related skills are concentrated into single 'multicultural' courses. These courses tend to have a conservative or liberal orientation, focused on appreciating diversity or cultural competence, rather than a critical orientation, focused on preparing teachers to address inequity. In this study, based on a survey of instructors of multicultural and intercultural teacher education courses in Canada and the US (N = 186), we examined the relationship between the criticality of their multicultural teacher education courses and their perceptions of institutional support for the values they teach. We found a negative relationship between the two -- the more critical the instructors' approaches, the less institutional support they perceived. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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