Yes, We Are Still Talking About Diversity

Dyce, Cherrel Miller; Owusu-Ansah, Angela

doi:10.1177/1541344616650750

Cited by 31 publications

(19 citation statements)

References 29 publications

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“…In the words of Miller Dyce and Owusu‐Ansah (), “There is no more pressing issue in teacher education than the preparation of teachers to work with diverse students and communities,” which explains the ubiquity of diversity courses across TEPs and the urgency of resolving pedagogy and curriculum that generatively educates diverse student populations. According to the National Center for Education Statistics (), teachers of color comprised 18 percent of the teaching profession in 2011, a marginal increase from 17 percent in 2003.…”

Section: Introductionmentioning

confidence: 99%

Front Streeting: Teacher Candidates of Color and the Pedagogical Challenges of Cultural Relevancy

Kondo

2019

Anthropology & Edu Quarterly

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Educational research widely neglects the effectiveness of multicultural education courses among teacher candidates of color (TCCs). In this article, the experiences of six Black preservice teachers enrolled in a diversity course are explicated to unearth nuanced pedagogical missteps that hinder their development as students of asset pedagogies. Undergirded by the five principles of critical race theory, findings reveal that TCCs exhibit varied forms of resistance to monolithic content that frame minoritized groups in the deficit. In this particular study, Front Streeting refers to the vulnerability teachers of color experience when their minoritized identities are fetishized in diversity classrooms, through an expectation of confirmed lived experiences or expert knowledge of their demographic groups. The article explores the general privileging of whiteness in multicultural education curriculum and instruction while challenging teacher educators to reconsider how to engage students from diverse demographic groups. [Asset pedagogy, teacher education, multicultural education, critical race theory, front streeting, critical pedagogy] And a lot of time…yeah... they like…give their views on African Americans, but…they don't really put like…Caucasians in this. I mean….not the Caucasians in this class, But they don't really put like-Caucasians on Front Street.Frustrated with her peers dancing around the commonplace essentialism of Black life in curricular material and pedagogy, Imani called out the practice of compelling Black students to share lived experiences regardless of whether they feel comfortable doing it. Imani's outburst disrupted the polite criticisms offered by her friends when I asked, "Have you ever experienced anything in this class that offended you?" Evidently, she had. And the resounding echo of her sentiments by the other four Black women in the focal group interview validated her position.

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Section: Introductionmentioning

confidence: 99%

Front Streeting: Teacher Candidates of Color and the Pedagogical Challenges of Cultural Relevancy

Kondo

2019

Anthropology & Edu Quarterly

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“…Hvilken kunnskap om bruk av transformativ laering i laererutdanningen er generert? Datamaterialet som brukes til å belyse hvilken kunnskap om bruk av transformativ laering i laererutdanningen som er generert, består av ni empiriske artikler som har undersøkt studenters (Dyce & Owusu-Ansah, 2016;Kerssen-Griep & Eifler, 2008;Nash, 2013;Picower, 2013;Shockley & Banks, 2011) eller laereres (Baily, Stribling & McGowan, 2014;Burrows, 2015;Cain & Dixon, 2014;Gatt, 2009) laeringsutbytte av kurs/tiltak som har til hensikt å fremme transformativ laering i tråd med Mezirows forståelse av fenomenet. Fem artikler (Baily et al, 2014;Burrows, 2015;Cain & Dixon, 2014;Gatt, 2009;Nash, 2013) belyser også forutsetninger for at transformativ laering skal finne sted.…”

Section: Metodeunclassified

“…Seks artikler har fokus på problemer elever med minoritetsbakgrunn, saerlig afro-amerikanske og spansktalende elever, opplever i sitt laeringsarbeid. Fem av de seks artiklene (Dyce & Owusu-Ansah, 2016;Kerssen-Griep & Eifler, 2008;Nash, 2013;Picower, 2013;Shockley & Banks, 2011) . Denne studien skiller seg vesentlig fra de andre fem studiene, og jeg velger å kommentere denne først.…”

Section: Metodeunclassified

“…I fire av de fem studiene inneholdt kurset en form for erfaringslaering. Den skjedde gjennom kulturell utveksling (Shockley & Banks, 2011), ekskursjoner til ulike institusjoner og tilstelninger som museum, kirke, bibliotek, internasjonal festival og lokalsamfunn (Baily et al, 2014), ekskursjon til en lokal skole med bare flyktning-og immigrantbarn (Dyce & Owusu-Ansah, 2016), og besøk i minoritetselevers lokalmiljø (Dyce & Owusu-Ansah, 2016;Nash, 2013). Baily et al (2014) fant at studentene selv trakk frem ekskursjonene som saerlig laererike og at de bidro til at studentene så begrensninger ved sine tidligere antagelser (s. 256).…”

Section: Metodeunclassified

“…sjon og laereforutsetninger (Baily et al, 2014;Dyce & Owusu-Ansah, 2016;Nash, 2013;Picower, 2013;Shockley & Banks, 2011). I to artikler ble det også fremhevet at studentene fikk en endret forståelse av laererens og skolens oppgave med å tilrettelegge for elever med ulike forutsetninger og behov, og at de endret sin atferd ved at de spesifikt søkte å hjelpe minoritetselever og deres familier (Dyce & Owusu-Ansah, 2016;Shockley & Banks, 2011). I tråd med Mezirows redegjørelse for den transformative laeringsprosessen, identifiserte Baily et al (2014) transformativ laering som en syklisk prosess.…”

Section: Metodeunclassified

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to change in perception of teaching and learning, increase social awareness about how diversity issues affect students' learning, and change student teachers' attitudes regarding the role of the teachers and schools and their obligations towards the students and society. On the basis of these findings it is argued that transformative learning can promote their development of professionally related practical wisdom and identity as a teacher. Furthermore, to successfully engage students in a transformational learning process, students' mastering of basic teaching skills is an important prerequisite, and important factors to take into account are practical experiences, student active learning methods and perceived relevance. However, there is a need for further research that examines the use of transformative learning activities in Norwegian teacher training and research, that compares transformative learning theory to other learning theories.

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This article critically reviews literature dealing with transformative learning and social justice. Based on a review of literature from major journals and conference proceedings concerned with transformative learning it offers an assessment of the significance of social justice research in the wider field. It describes how social justice is envisaged and approached theoretically, methodologically, and thematically in the reviewed publications. The article also critically assesses the strengths and limitations of research on this topic and offers some suggestions on how research on this topic might be advanced in the future.

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Yes, We Are Still Talking About Diversity

Cited by 31 publications

References 29 publications

Front Streeting: Teacher Candidates of Color and the Pedagogical Challenges of Cultural Relevancy

Front Streeting: Teacher Candidates of Color and the Pedagogical Challenges of Cultural Relevancy

Transformativ læring

A many‐splendored thing? Transformative learning for social justice

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