The Scholarship Informing the Practice: Multicultural Teacher Education Philosophy and Practice in the U.S.

Abstract

This study examines the scholarly literature identified by multicultural teacher educators in the U.S. as most influential to their work. 220 multicultural teacher educators were surveyed about the books and the journals that have most influenced they ways the conceive and practice multicultural teacher education (MTE). Responses were tabulated, creating lists of the most-identified books and journals. These lists were analyzed around three primary questions: (1) What do these data suggest about the philosophical frameworks and operationalizations of MTE among multicultural teacher educators?; (2) What do they reveal about the issues multicultural teacher educators consider more or less integral to MTE?; and (3) What might they uncover about the “null curriculum” of MTE? Findings suggest that, in contrast with much of the existing scholarship, MTE practitioners do engage with critical approaches to MTE, even if this might not be reflected consistently in their practice. They suggest, as well, that MTE practitioners identify more strongly with literature concerning race and racism than with that concerning other identities and oppressions. Implications of these findings are discussed.

“I Think I’m the Bridge”: Exploring Mentored Undergraduate Research Experiences in Critical Multicultural Education

“…Despite the limitations, we believe our findings demonstrate the potential of mentored undergraduate research experiences to address key challenges for preservice teachers and researchers in multicultural teacher education. These kinds of experiences support the development of an awareness of one's social position (Chavez-Reyes, 2012), help students think critically about structural inequalities in schools and society, and strengthen dispositions needed to dismantle educational inequities (Artiles, 2011;Gorski, 2010;Sleeter & Grant, 2006).…”

“…Mentored undergraduate research opportunities present an additional opportunity to accomplish the learning goals outlined in critical multicultural education literature and the national standards for accreditation governing teacher education programs (Hill-Jackson, 2009;Gorski, 2010). For preservice teachers, mentored research experiences extend learning beyond classroom seat-time in the traditional 8-14 week semester.…”

“…In my TELL [Teaching English Language Learners] class, it's hard for me because we talk about a lot of the same issues we talk about in multicultural education, so I have to remind myself that I'm not a researcher and I'm not here to observe, because I find myself being like, 'that's not right,' *laughs* to other [student comments] in my class and I have to remember, 'oh yeah, I'm a student here.' (Myla, Interview) Noelle and Myla's comments are a telling indicator of the role of positionality in facilitating particular kinds of engagement in multicultural education and reflect how the structures of teacher education programs can encourage a discrete "mastery" (rather than dispositional) focus despite our best efforts (Gorski, 2010). Furthermore, in framing our predominantly White, female, and middle-class population of prospective teachers as learners (see Lowenstein, 2009) we can fail to draw parallels between our motivations as researchers and those of our students.…”

“…social positions and other's social groups and the relation between the two" (Chávez-Reyes, 2012, p. 44), critical multicultural teacher education calls for attention to overlapping structural inequalities in society and school, and the strengthening of dispositions needed to dismantle educational inequalities (Artiles, 2011;Gorski, 2010;Sleeter & Grant, 2006;Sleeter, 2018). Accomplishing these goals can be a tall order for preservice teachers and their teacher educators, especially given the typical constraints of teacher education programs.…”

“…Most programs require at least one course in multicultural education, presented over 8-14 weeks according to the traditional semester or trimester format. Many have pointed to the challenges in accomplishing the learning outcomes outlined in critical multicultural education literature and national standards for accreditation in the limited time frame of traditional university classes (Gorski, 2010;Hill-Jackson, 2007). Teacher educators need learning models that look outside the box of traditional semester-length, seat-time-oriented multicultural education courses to augment student learning.…”