Becoming Multicultural: Raising Awareness and Supporting Change in Teacher Education

Zygmunt-Fillwalk, Eva; Clark, Patricia

doi:10.1080/00094056.2007.10522934

Cited by 24 publications

(17 citation statements)

References 13 publications

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“…Focusing primarily on the ‘Other’ in an uncritical celebration of difference, a multicultural approach to teaching ignores the value of encouraging teachers and learners to critically reflect upon how their background may shape their perceptions of others. Mainstream ideology is located as the norm to which everything else is compared, allowing those whose identity exists within this framework to remain unaware of their complicity in the oppression of others and potentially reinforcing popular misconceptions about how diverse groups learn, act, or behave (Kumashiro, 2000; Schick & St. Denis, 2005; Zygmut-Filwalk & Clark, 2007).…”

Section: Three Approaches To Diversity Educationmentioning

confidence: 99%

“…Since research demonstrates that teachers' perceptions are influenced by their cultural or racial lens (Hickling-Hudson & Ahlquist, 2003; Zygmunt-Filwalk & Clark, 2007), teacher education programs should provide opportunities for teachers to reflect upon how their cultural or racialised status might influence learners' achievement. Like many anti-racist educators, I have used McIntosh's (1998) article ‘White privilege: Unpacking the invisible knapsack’ to challenge educators to (re)consider how their ‘knapsacks’ may contain preconceived expectations and assumptions that negatively influence learners.…”

Section: Critical Reflection Matters — But May Be Resistedmentioning

confidence: 99%

“…Consistent feedback from colleagues and learners, combined with a teacher's personal reflections, aid in discouraging teachers from becoming dependent upon old techniques or prepackaged resources. Similarly, encouraging teachers to engage in experiences with communities different from their own may ignite a change process that challenges them to reconsider initial perceptions of a particular group or community (Zygmunt-Filwalk & Clark, 2007). Structured immersion strategies that coincide with ongoing race and class analyses may avoid the risk of perpetuating existing stereotypes (LaDuke, 2009; Milner, 2006; Sleeter, 2001).…”

Section: Implications For Teacher Educationmentioning

confidence: 99%

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Raising Awareness to Transcend Disciplines: Developing Teachers' Critical Awareness Across Disciplines to Increase Indigenous Learner Engagement

Riley

2014

AJIE

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The issue of low graduation rates among Indigenous learners transcends borders. Some argue that racism and discrimination in schools and in wider society impede the success of Indigenous learners. Although teachers may not intend to make discriminatory decisions based on a learner's ascribed characteristics, research has demonstrated that teachers are capable of making biased decisions that deny opportunities to Indigenous learners. After reflecting upon current debates regarding effective educational strategies for diversity and Indigenous learners, the author contends that courses directed towards best practices for Indigenous learners in the classroom may be less beneficial than developing teachers' overall critical consciousness-raising and self-awareness abilities. The author presents what the literature reveals regarding various educational methods, practices, and epistemologies that have been successfully shared across disciplines in order to create more effective teachers and more responsive learners.

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Section: Three Approaches To Diversity Educationmentioning

confidence: 99%

Section: Critical Reflection Matters — But May Be Resistedmentioning

confidence: 99%

Section: Implications For Teacher Educationmentioning

confidence: 99%

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Raising Awareness to Transcend Disciplines: Developing Teachers' Critical Awareness Across Disciplines to Increase Indigenous Learner Engagement

Riley

2014

AJIE

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“…Developing a multicultural perspective through which social life can be observed (Adams et al, 2004;Christensen, 1997;Zygmunt-Fillwalk & Clark, 2007) is a constant process that requires a reexamination of existing paradigms and the creation of new theoretical frameworks. An integral aspect of this process is reflection and empirical research that can elicit new types of reasoning and understanding (Fried, 1993;Zygmunt-Fillwalk, 2005).…”

Section: Implications Of Understanding Globalization and Multiethnic mentioning

confidence: 99%

Locating Multiethnic Families in a Globalizing World

Trask

2013

Family Relations

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To derive new insights into the growing number of multiethnic, immigrant, transnational families in the United States and abroad, we need to incorporate the concept of globalization into our analysis. As the world becomes increasingly interconnected, an ever‐growing number of heterogeneous individuals are associating with each other and being exposed to new lifestyles, behaviors, and cultural values. This exposure is leading to increased heterogamous relationships and families. The fluidity, flow, and dynamism that characterizes contemporary social life is a critical aspect of understanding multiethnic, immigrant, transnational families. To conduct research and design policies that encourage the well‐being of families, we need to integrate into family scholarship a focus on economics, migration, and varied beliefs and values.

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“…Music, it seems, has the potential to introduce musicians and audiences alike to diverse cultural "others" in both illuminating and potentially destructive ways (Grenier & Guilbault, 1990;Schippers, 1996;Stephens, 1991). Likewise, service learning has been discussed variously for several decades as a mechanism for both transforming and sometimes reproducing privileged, colonialist, and racist ways of seeing, being and acting among students in many Western countries, most notably the United States (Bartleet & Carfoot 2013;Boyle-Baise, 1999;Zygmunt-Fillwalk & Clark, 2007).…”

Section: Introductionmentioning

confidence: 99%

Enhancing intercultural engagement through service learning and music making with Indigenous communities in Australia

Bartleet

Sunderland

Carfoot

2016

Research Studies in Music Education

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This article explores the potential for music making activities such as jamming, song writing, and performance to act as a medium for intercultural connection and relationship building during service learning programs with Indigenous communities in Australia. To set the context, the paper begins with an overview of current international perspectives on service learning and then moves towards a theoretical and practical discussion of how these processes, politics, and learning outcomes arise when intercultural engagement is used in service learning programs. The paper then extends this discussion to consider the ways in which shared music making can bring a sense of intercultural “proximity” that has the potential to evoke deep learning experiences for all involved in the service learning activity. These learning experiences arise from three different “facings” in the process of making music together: facing others together; facing each other; facing ourselves. In order to flesh out how these theoretical ideas work in practice, the article draws on insights and data from Queensland Conservatorium Griffith University’s award winning Winanjjikari Service Learning Program, which has been running in partnership with Barkly Regional Arts and Winanjjikari Music Centre in Tennant Creek since 2009. This program involves annual service learning trips where university music students travel to Central Australia to work alongside Aboriginal and non-Indigenous musicians and artists on a range of community-led projects. By looking at the ways in which shared music making brings participants in this program “face to face”, we explore how this proximity leads to powerful learning experiences that foster mutual appreciation, relationship building, and intercultural reconciliation.

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Becoming Multicultural: Raising Awareness and Supporting Change in Teacher Education

Cited by 24 publications

References 13 publications

Raising Awareness to Transcend Disciplines: Developing Teachers' Critical Awareness Across Disciplines to Increase Indigenous Learner Engagement

Raising Awareness to Transcend Disciplines: Developing Teachers' Critical Awareness Across Disciplines to Increase Indigenous Learner Engagement

Locating Multiethnic Families in a Globalizing World

Enhancing intercultural engagement through service learning and music making with Indigenous communities in Australia

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