Section archive - Multiculturalism & Diversity

This study examined a teacher education program rooted in a social justice framework and intended to infuse multicultural education throughout the curriculum. Two teacher educators designed the three-year, undergraduate program to prepare mostly White candidates from a suburban area to teach in urban elementary schools. The findings reveal opportunities to enhance multicultural teacher education by negotiating candidates' resistance. Through opportunities that challenge their perspectives and scaffold their conceptions of ideas, such as classroom as communities, candidates can develop capacities as multicultural educators.

The article explores the meaning of Brown Vs. The Board of Education as affirming not only to the meaning of 'harm' also impoverished multiethnic youth reaffirm that America is not colorblind and suggest that these youths’ political beliefs and concerns about government vary by ethnicity, gender, family structure, and skin color preferences.

Preservice teachers are socialized by their own raced, classed, and gendered experiences to expect “caring parents” to behave and contribute in certain ways to their children's schooling. The existing scholarship on parent involvement and the transition to school takes a top-down approach that discounts the important knowledge parents bring to the table. The article involved a study of 25 African American parent and caregivers, who participated in qualitative interviews. Interviews thematic analyses showed that participants constructed preparation for the transition to school broadly, as preparation for the “real world.”

This article examined the teachers' mental models, regarding minds and learning of young children from different culture backgrounds in Israel. 18 preschool teachers from classes consisting of 5 to 6 year olds were examined, as well as children from Ethiopian families. The study discovered a metacategory that did not exist in the original model: Culture.