Teaching Multicultural Education From a Critical Perspective: Challenges and Dilemmas

Ukpokodu, Omiunota Nelly

doi:10.1207/s15327892mcp0504_4

Cited by 42 publications

(13 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Many researchers and educators support the idea of providing multicultural education preparation that includes both coursework and fi eld experience (Grant and Secada 1990;Cannella and Reiff 1994;Vaughan 2002;Ukpokodu 2003). Field experiences are always regarded as key components of teacher preparation.…”

Section: Discussionmentioning

confidence: 99%

Impact of Course and Fieldwork on Multicultural Beliefs and Attitudes

Bodur

2012

The Educational Forum

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 99%

Impact of Course and Fieldwork on Multicultural Beliefs and Attitudes

Bodur

2012

The Educational Forum

View full text Add to dashboard Cite

“…Individuals construct new knowledge through self-discovery and reflection (Ukpokodu, 2003). Teachers improve instruction and understand their teaching better through reflection in three areas: instructional content, students and their learning, and environment and social context of teaching (Zeichner & Liston, 1996).…”

Section: Theoretical Framementioning

confidence: 99%

Autobiographies in Preservice Teacher Education: A Snapshot Tool for Building a Culturally Responsive Pedagogy

Gunn

Bennett

Evans

et al. 2013

IJME

View full text Add to dashboard Cite

Many scholars have made the call for teacher educators to provide experiences that can lead preservice teachers to embrace a culturally responsive pedagogy. We investigated the use of brief autobiographies during an internship as a tool (a) for preservice teachers to examine their multidimensional culture; and (b) for teacher educators to assess preservice teachers' developing understandings about cultural responsive pedagogy and then further design curriculum to enhance these understandings. Using qualitative methods, we analyzed the preservice teachers' (N=24) autobiographies and an interview with the professor of this course. Based on the findings of this study, we suggest teacher educators need to develop experiences and opportunities that will enable preservice teachers to reflect on how culture impacts teaching and learning behaviors. Therefore, preservice teachers will be better prepared to teach all students. Theoretical Frame Methodology Findings about Question 1 Findings about Question 2 Discussion ReferencesMany researchers call on teacher educators to embrace a culturally responsive pedagogy in their own teaching practices based on findings of their

show abstract

“…While it is appropriate and possible to provide plausible suggestions for educators regarding how they may approach culturally relevant pedagogy and curriculum, we must return to the literature that suggests that teachers must first look at themselves, their issues, biases, and practices that contribute to African American student disconnect in schools (Gay 2002;Ukpokodu 2003). This is not to blame teachers for their lack of knowledge and skills in building and sustaining culturally relevant classrooms.…”

Section: Recommendations For Educatorsmentioning

confidence: 99%

“…However, culturally relevant teachers must first acknowledge that there are differences. Just as African American students do not check their culture at the school door; neither do teachers, who may have been largely influenced by European values that collide with the values and behaviors of African American students (Gay 2000;Hale 2001;Howard 2003;Thompson 2004;Ukpokodu 2003).…”

Section: Recommendations For Educatorsmentioning

confidence: 99%

Cultural Vibrancy: Exploring the Preferences of African American Children Toward Culturally Relevant and Non-Culturally Relevant Lessons

Sampson

Garrison-Wade

2010

Urban Rev

View full text Add to dashboard Cite

Despite the laudable intent of various educational initiatives in raising the achievement level of all children, limited progress has been made. In an effort to diminish the achievement gap of students of color, some researchers have examined the cultural relevancy of the curriculum in promoting student achievement. The purpose of this mixed methods study was to explore the preferences of African American children toward culturally relevant and non-culturally relevant lessons, through a six-week series of lessons in an American History classroom. Critical Race Theory and Racial Identity Development provided the theoretical underpinnings of this study. This study takes place in an ethnically diverse high school in Colorado. Culturally relevant lessons were rich in oral traditions, music, historical connections, and a structured culturally relevant field trip. Non-culturally relevant lessons were administered devoid of cultural referents, and utilized the existing curriculum guide. Study results revealed statistically significant findings for African American children's preferences for culturally relevant lessons. These lessons were found relevant to their culture when administered by a culturally responsive and caring teacher. Recommendations are made for educators and administrators in promoting achievement through culturally relevant lessons and curriculum.

show abstract

Teaching Multicultural Education From a Critical Perspective: Challenges and Dilemmas

Cited by 42 publications

References 7 publications

Impact of Course and Fieldwork on Multicultural Beliefs and Attitudes

Impact of Course and Fieldwork on Multicultural Beliefs and Attitudes

Autobiographies in Preservice Teacher Education: A Snapshot Tool for Building a Culturally Responsive Pedagogy

Cultural Vibrancy: Exploring the Preferences of African American Children Toward Culturally Relevant and Non-Culturally Relevant Lessons

Contact Info

Product

Resources

About