A Pedagogy of Inclusion for All Students: Three Small Steps Forward to Achieve Socially Just Education for All

Autor/inn/en	Buchanan, Dawna Lisa; Song, HeeGyoung
Titel	A Pedagogy of Inclusion for All Students: Three Small Steps Forward to Achieve Socially Just Education for All
Quelle	In: International Journal of Multicultural Education, 24 (2022) 1, S.113-128 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Inclusion; Cultural Awareness; Teacher Education Programs; Preservice Teachers; Graduate Students; Social Justice; Student Attitudes; Culturally Relevant Education; Self Concept; Social Cognition; Diversity; Metacognition + Suchen Sie Ihr Suchwort? Inklusion; Cultural identity; Kulturelle Identität; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Soziale Gerechtigkeit; Schülerverhalten; Selbstkonzept; Soziale Kognition; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	This article chronicles the findings of two university professors who wanted to support cultural awareness and competence in their teacher education students at both pre-service and graduate levels. Many of their students did not understand the concept of social justice as it applies to classroom practice. The authors propose a model for first approaching the topic of culturally inclusive pedagogy that begins with self-awareness; progresses to understanding and valuing others; and advances as action in the educational setting to support equity for all. This is not a comprehensive model, but addresses beginning steps for creating an inclusive, diverse classroom community. (As Provided).
Anmerkungen	International Journal of Multicultural Education. Eastern University, 1300 Eagle Road, St. Davids, PA 19087. Tel: 610-341-1597; Fax: 484-581-1276; e-mail: ijme@eastern.edu; Web site: http://www.ijme-journal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01