From Colorblindness to Intercultural Sensitivity: Infusing Diversity Trainingin PETE Programs

Burden, Joe W.; Hodge, Samuel R.; O'Bryant, Camille P.; Harrison, Louis

doi:10.1080/00336297.2004.10491821

Cited by 66 publications

(31 citation statements)

References 43 publications

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“…They advocated field experiences in urban schools so that teacher candidates could immerse themselves in diverse cultures. This would likely challenge their negative views about teaching students of color (Burden, 2011;Burden et al, 2004;Hodge, Tannehill, & Kluge, 2003).…”

Section: Discussionmentioning

confidence: 98%

“…Arguably, many teacher education programs fail to appropriately prepare teacher candidates for social justice pedagogies by using a "single multicultural course" approach (Burden, Hodge, O"Bryant, & Harrison, 2004;Milner, Flowers, Moore, & Flowers, 2003;Tomlinson-Clarke, 2000;Townsend, 2002). The single course method has not proven to be effective because social justice learning should be an integral part of the full curriculum (Burden et al, 2004;Milner et al, 2003;Tomlinson-Clarke, 2000).…”

Section: Introductionmentioning

confidence: 99%

“…The single course method has not proven to be effective because social justice learning should be an integral part of the full curriculum (Burden et al, 2004;Milner et al, 2003;Tomlinson-Clarke, 2000). The single course under serves teacher candidates and leaves them ill prepared to use social justice pedagogical approaches that would facilitate student learning (Hodge, 2003;Milner et al, 2003).…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, research is needed to determine if and how physical education teacher education (PETE) programs provide social justice content and concepts in preparing teacher candidates to meet the needs of diverse learners. Burden et al (2004) called for PETE programs to help teacher candidates' transition from a state of colorblindness; that is, espousing ethnocentric (i.e., rejection, resistance, and marginalization of cultural difference) to ethnorelativistic beliefs by infusing diversity training across the curriculum (DeSensi, 1995).…”

Section: Introductionmentioning

confidence: 99%

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Teacher Educators’ Views about Social Justice Pedagogies in Physical Education Teacher Education

Burden¹,

Hodge²,

Harrison³

2012

JCT

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The purpose of this study was to analyze PETE teacher educators" views about the application of concepts and content reflecting social justice pedagogies in preparing teacher candidates. Participants were eight PETE teacher educators from five universities in the Northeastern region of the United States. The research paradigm was qualitative descriptive using a multisite interview design (Gay, 1996) positioned in the theoretical orientations of cultural responsiveness and relevancy in teaching (Gay, 2000;Ladson-Billings, 1992). The primary data source was interviewing. Interview data were analyzed with constant comparative method (Merriam, 1998). The following thematic clusters were extracted from the data: (a) views about student difference, (b) neglects, fears, and uncertainties, and (c) strategies approaching cultural responsiveness. These interrelated thematic clusters had influence on the educators' praxis. Moreover, their views ranged from ethnocentric to transitional toward cultural awareness and had salient influence. The findings and recommendations are discussed.

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Section: Discussionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Teacher Educators’ Views about Social Justice Pedagogies in Physical Education Teacher Education

Burden¹,

Hodge²,

Harrison³

2012

JCT

Self Cite

View full text Add to dashboard Cite

show abstract

“…Research in PETE programs has focused on curriculum alignment (Bulger et al, 2008); general descriptions of the curriculum, coursework, and practical experience of the teacher candidates (Ayers and Housner, 2008;Hetland and Strand, 2010); and the infusion of diversity within the curriculum (Burden et al, 2004).…”

Section: Introductionmentioning

confidence: 99%

Evaluation of the physical education and sports curriculum in Turkish schools

Ökmen¹

2017

Educ. Res. Rev.

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This study assesses the vocational education courses given in schools of physical education and sport at Turkish universities and their use in the life of professionals. This study investigates 55 male and 25 female participants, aged 24 to 49, randomly selected from among the physical education and sport teachers in government and private schools in the cities of Edirne, Tekirdag, and Kırklareli of the Trakya region of Turkey. The evaluation form includes 72 courses (questions) taken by the participants from departments of physical education and sport at universities in Turkey. The participants were given four weeks to assess the courses on the evaluation form according to their professional past experience. The participants gave scores from 0 (unimportant) to 5 (very important) to all courses. According to the study, in the opinion of physical education and sport teachers, some of the courses were not needed in their professional careers: (1) practical courses (education: wrestling, mountaineering, ski, judo, etc.), (2) theoretical courses (education: statistics, seminars and projects, Olympic sports, etc.) and (3) pedagogical formation (education sociology). As a result of this study, it was argued that the courses that received low scores on the evaluation should be re-evaluated or eliminated from the curriculum. Moreover, the course hours and contents could be rearranged and developed.

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Adapted Physical Activity for Students with Special Needs

Hodge

2010

International Encyclopedia of Education

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From Colorblindness to Intercultural Sensitivity: Infusing Diversity Trainingin PETE Programs

Cited by 66 publications

References 43 publications

Teacher Educators’ Views about Social Justice Pedagogies in Physical Education Teacher Education

Teacher Educators’ Views about Social Justice Pedagogies in Physical Education Teacher Education

Evaluation of the physical education and sports curriculum in Turkish schools

Adapted Physical Activity for Students with Special Needs

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