“We Are Multiculturalism”: A Self-study of Faculty of Colour With Pre-service Teachers of Colour

Prado-Olmos, Patricia L.; Ríos, Francisco; Castaneda, Lillian Vega

doi:10.1080/17425960701284040

Cited by 11 publications

(3 citation statements)

References 10 publications

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“…For this chapter, we selected peer-reviewed self-study articles that evidenced an obvious link to policy at the national, state, or regional/local level. In most cases, the authors made overt references to the manner in which education policies that prompted their exploration of practices (e.g., Kosnik 2005;Prado-Olmos et al 2007;Ro 2017). In other instances, direct association to policy was made as the researchers explored the context for the data they had collected (e.g., Craig 2006;Gemmell et al 2010;Scherff and Kaplan 2006).…”

Section: Discussionmentioning

confidence: 99%

“…This is one of a very few studies in which policies were established by local actors, engaging in local research, to serve local needs. Prado-Olmos et al (2007) are another example of local agency and local impact. Based on their own experiences as faculty of color, they collaboratively studied their instruction in multicultural courses and summer institutes.…”

Section: Impact Of Policy/impact On Policymentioning

confidence: 99%

“…Monroe (2013) reflected on her move from mathematics teaching to becoming a mathematics teacher educator. Like Prado-Olmos et al (2007), she emphasized the importance of creating a supportive learning environment. She wondered what that might mean across cultures.…”

Section: Low Emotional Responsementioning

confidence: 99%

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Self-Study and Education Policy

Clift

Liaupsin

2019

Springer International Handbooks of Education

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Self-studies of policy are the nexus between what was transmitted concerning desirable practice; how that transmission was understood, accepted, rejected, or modified; the actions and reactions that preceded, accompanied, or followed; and any change that occurred either to those affected by the policy or any modification, revision, or abandonment of the policy itself. In this chapter, we examined the direct and indirect effects of policy at the national, state, and local levels, based on peer-reviewed articles from 1999 to 2017. We found that the studies documented the way in which policy directly or indirectly affected teaching, but not how self-study researchers affected policy. We also found that policy effects often (and sometimes negatively) engaged teacher educators' emotions. We call for greater attention by self-study researchers to examining the links between teacher education and teacher education policy, particularly the ways in which teacher educators can participate in creating or modifying education policies.

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