ethanporcaro/eric-fulltext-meta huggingface dataset:
The Instruction and Assessment of Multicultural Dispositions in Teacher and Counselor Education
Author: Thompson, Franklin
Date: 2009-00-00
Type: Journal Articles
Subjects: Education Majors,Graduate Study,Education Courses,Multicultural Education,Student Attitudes,Counselor Training,Counseling,Pretests Posttests,Educational Environment,Legislation,Educational Change,Statistical Analysis,Teaching Methods

The purpose of this study was to examine teacher dispositions within an undergraduate and graduate education course aimed at helping students gain a better appreciation for lifelong multicultural education. Education majors (N = 202) from a Midwestern metropolitan university were asked to rate the viability of 13 dispositions as a training and instructional tool. Curriculum based on the underlying principles of the dispositions served as the treatment plan. Significant pretest (M = 7.92, SD = 0.77) to post-test (M = 8.45, SD = 0.56) change in mean scores was shown for the combined data set (t(204) = -10.32, p less than 0.0005) with a large effect size (d = 0.80). Dispositional growth was evident despite a limited impact of selected demographic variables. Results of this institutional review board approved study demonstrate that multicultural dispositions applied within an intentionally inviting learning environment can be used to assess changes in student perceptions over the span of a semester or across a program of professional preparation. This will help college students better assess whether or not teaching and counseling career paths are correct ones for them to pursue. (Contains 2 tables.)
Curriculum Construction and Teacher Empowerment: Supporting Invitational Education with a Creative Problem Solving Model
Author: Chant, Richard H.
Date: 2009-00-00
Type: Journal Articles
Subjects: Teacher Empowerment,Creative Thinking,Convergent Thinking,Problem Solving,Case Studies,Teaching Models,Teacher Education Curriculum,Reflective Teaching

This case study demonstrates how the Osborne-Parnes Creative Problem-solving Model (CPS) can be used to enhance teacher creativity through the collaborative and inviting processes found within Invitational Education, which counter the individualistic and product-oriented enterprises often associated with creative endeavors. Conclusions indicate that the model's three stages guided, via sequenced divergent and convergent thinking strategies, teacher curricular decision-making and, ultimately, the learning opportunities provided to students. The CPS framework encouraged participants to engage in and experience optimism, trust, respect, care, and intentionality, which are the five value-based assumptions of Invitational Education. (Contains 1 figure.)
Political Conscientization and Media (Il)Literacy: Critiquing the Mainstream Media as a Form of Democratic Engagement
Author: Carr, Paul R.
Date: 2009-00-00
Type: Journal Articles
Subjects: Mass Media Effects,Democracy,Media Literacy,Citizen Participation,Consciousness Raising,Politics,Criticism,Educational Sociology,Graduate Students,Student Attitudes,Teacher Education

In this article, the author explores the explicit as well as the implicit connection between the media, education and power. He examines data drawn from two Master's level Sociology of Education classes at a university in Ohio with students who are already teachers. The course raises important questions about the potential for doing critical media literacy in schools as well as the general positioning of the subject by teachers. The focus on the media in a class for educators may not have seemed to be overly relevant to the students in the beginning but, based on comments and completed surveys provided by them at the end of the course, the connection to education and democracy is considered to be direct, deep and fundamental. The concern over how educators view or do not view education as a political enterprise underscores the analysis.
Culturally Relevant Poetry: Creating Esperanza (Hope) with Stanzas
Author: Rodriguez-Valls, Fernando
Date: 2009-00-00
Type: Journal Articles
Subjects: Poetry,Multicultural Education,Student Diversity,Culturally Relevant Education,Instructional Materials,Hispanic American Students,Urban Schools,Parent Participation,Literature Appreciation,Grade 4,Elementary School Students

Schools in California are populated with hundreds of thousands of students who daily bring to the classroom the richness of diverse cultures. Yet, the majority of these students are exposed to scripted anthologies that neither recognize their diversity nor empower students with multicultural exchanges. Thus, the opportunity to create an environment where literacy stops the perpetuation of cultural stereotypes disappears, impeding students to fully experience the joy of reading as a mechanism that generates multicultural consciousness as well as literary competence. This article advocates for the use of culturally relevant poetry, which pictures the students' cultures as an asset rather than a barrier. Focusing on the struggles Latino students experience in inner-city schools of Los Angeles, the author argues that building a strong sense of cultural identity with the support of active parent involvement and enlightenment facilitates the creation of a global culture. Moving from inside out students, parents, and teachers cooperatively read and analyze poetry to create the &quot;Esperanza&quot; (Hope) that another world is really possible, a world where understanding who we are and where we come from is the first step to embrace other cultures. (Contains 1 figure.)
Law School: A Multicultural Curriculum Design for Living in the 21st Century
Author: Christie, Christie A. Linskens
Date: 2009-00-00
Type: Journal Articles
Subjects: Curriculum Design,Multicultural Education,Law Schools,Course Organization,Instructional Design,Law Students,Legal Education (Professions),Educational Strategies,Course Objectives,Case Method (Teaching Technique),Court Litigation

Most of the literature on multicultural education deals with students in grade and high school, or at the college or university level. The literature is sparse as to how one could implement multicultural education at the professional level, and most of the articles that address "multicultural education" and "law school" merely analyze the "Bakke" and "Grutter" cases. Certainly the concepts espoused in any of the literature on multicultural education, however, could be adapted to the professional school level. This article will formulate a multicultural curriculum for law schools, focusing on the issues of first year curriculum and class size. It will also draw heavily on the work of James A. Banks, who has been cited frequently in the articles that address multicultural education in law schools. Banks' (2003) book, "Teaching Strategies for Ethnic Studies," discusses the factors that should be integrated into a multicultural curriculum--ethnicity, racial, cultural and language diversity (p. 8). While it is not the purpose of this article to evaluate any one law school program in particular, it will refer to current statistics and curriculum at the two Wisconsin law schools--the University of Wisconsin Law School (Wisconsin) and Marquette University Law School (MULS)--as well as the University of Michigan Law School (Michigan) for the purpose of discussion in various sections of this article.
Indigenous Languages: Nahuatl, Quechua, & Maya--A Study of Multilingual Immigrant Students & Their Families
Author: Perez, Carlos
Date: 2009-00-00
Type: Journal Articles
Subjects: Community Characteristics,Language Maintenance,Municipalities,Maya (People),Multilingualism,Interviews,Foreign Countries,Cultural Influences,Immigrants,American Indian Languages,American Indians,Language Usage,Classification,Spanish,English (Second Language),Second Language Learning

This study investigated how immigrants from Latin America who speak indigenous languages perceive and respond to social, racial, linguistic, and cultural factors in the United States. It examined the multicultural and multilingual experiences of six participants, five of whom speak an indigenous language. There were three interviews conducted with three married couples with children. All of the couples indicated they were dealing with the transmission of the indigenous language and culture to their children. All of the participant couples were married in their home country before immigrating to the United States. The three participant families try to preserve the languages of three major pre-Colombian empires--Nahuatl from the Aztecs, Quechua from the Incas, and Maya from the Mayan people. The study included interviewing the couples, transcribing the interviews, and categorizing the responses into various language use categories. The general categories include: (1) use of indigenous language in small towns or villages; (2) perceptions and practices regarding language use; (3) parents' transmission of language and culture to children; (4) acquisition and use of indigenous language; and (5) learning and using of Spanish at school. This study revealed significant concepts and issues that have relevance for teachers, administrators, school staff, public servants, and researchers who desire to better serve indigenous individuals and communities. (Contains 1 table.)
Unexpected Convergences: A Dialogue across Differences
Author: Ambrosio, John
Date: 2009-00-00
Type: Journal Articles
Subjects: Multicultural Education,Empowerment,Transformative Learning,Teacher Student Relationship,Classroom Environment,Teaching Methods,Social Justice,College Faculty,Personal Narratives

Over the past two years, the authors have been meeting regularly to discuss issues and challenges related to multicultural education. The majority of their students are from small, rural, mostly White, working and middle class communities located within a 150 mile radius of the Midwestern campus where they teach. In this dialogue, the authors discuss how they became involved in teaching multicultural education, describe transformative experiences that shaped their lives and thinking, and examine some of the key conceptual and pedagogical issues related to the practice of multicultural education. By providing a window into their own experience and thinking, the authors seek to problematize and inform the work of multicultural educators.
Bilingual Education: Using a Virtual Guest Speaker and Online Discussion to Expand Latino Preservice Teachers' Consciousness
Author: Farruggio, Pete
Date: 2009-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Bilingual Education,Global Approach,Multicultural Education,Hispanic American Students,Language Maintenance,Native Speakers,Consciousness Raising,Content Analysis,Teaching Methods,Computer Mediated Communication,Electronic Learning

In today's sociopolitical climate in the United States, nativist anti-immigrant movements drive the marginalization and disempowerment of Latino schoolchildren. Latino teachers need more than a shared ethnicity with their students to help them develop their full potential. Bilingual educators and proponents of dual language programs must understand the often camouflaged hegemonic ideological motives behind most organized opposition to bilingual education. It is essential that teachers of linguistic minorities develop a critical cultural and professional identity, and this development can and should begin in teacher education programs. For many Latino preservice teachers, such development begins as an evolutionary transformative process that requires assistance by knowledgeable others. This study describes how a knowledgeable other, an expert guest speaker, facilitated the awakening of a critical awareness of issues related to native language (L1) preservation and globalization among Latino preservice teachers in an online dialogue.
Children Speak about Interethnic and Interracial Friendships in the Classroom: Lessons for Teachers
Author: Pica-Smith, Cinzia
Date: 2009-00-00
Type: Journal Articles
Subjects: Friendship,Children,Student Diversity,Student Attitudes,Racial Relations,Peer Relationship,Social Change,Social Attitudes,Social Justice,School Role,Grade 4,Grade 5,Elementary School Students,White Students,African American Students,Barriers,Cultural Influences,Cultural Pluralism,Racial Bias,Teacher Role

In this article, the author discusses her research on children's perspectives of interracial and interethnic friendships in a multiethnic school and highlights children's voices on these intergroup friendships. Schools are important spaces in which social and cultural competencies necessary to the formation of intergroup friendships may be supported (Zirkel, 2008). Schools provide settings in which children learn about themselves and other children, adults, and the society in which they live. Steinitz & Solomon (1989) describe schools as "sites of identity," places where "young people draw conclusions about what sort of people they are, what society has in store for them, and what they can therefore hope for" (p. 135). In this context, teachers, staff, and administrators may act as important models and facilitators for young children as they develop intra and inter-personally. Therefore, in this article, the author also examines how the school supports or mitigates these intergroup friendships. Implications for educators are discussed. (Contains 1 table.)
Comparing Tests Used to Identify Ethnically Diverse Gifted Children: A Critical Response to Lewis, DeCamp-Fritson, Ramage, McFarland, &amp; Archwamety
Author: Warne, Russell T.
Date: 2009-00-00
Type: Journal Articles
Subjects: Multicultural Education,Comparative Analysis,Gifted,Talent Identification,Intelligence Tests,Achievement Tests,Minority Groups,Nonverbal Tests,Verbal Tests,Statistical Analysis,Research Problems,Educational Research

Recently this journal published a research article examining the effectiveness of three different tests in identifying ethnically diverse gifted and talented children (Lewis, DeCamp-Fritson, Ramage, McFarland, &amp; Archwamety, 2007, Volume 15, Number 1, pp. 38-42). After examining the proportions of Caucasian and non-Caucasian children identified as gifted by each test, Lewis and her colleagues concluded, &quot;... the Raven's Standard Progressive Matrices was a more effective means of selecting for ethnically diverse children who may be gifted than one example of a traditional achievement test [the Iowa Tests of Basic Skills] or even the newer Naglieri Nonverbal Abilities Test&quot; (p. 42). The author opines that those researchers' conclusion, however, must be questioned because of an assortment of philosophical, testing, and statistical issues that they did not consider when conducting their study. The purpose of this response is to use the Lewis et al. article as a springboard to discuss the issues in gifted education that Lewis and her colleagues overlooked and to consider how those issues relate to multicultural education. This article will cover three major areas of discussion regarding Lewis et al.'s (2007) study. The first section will cover theoretical issues related to giftedness. The second section will discuss the tests that were used in the study, while the third section will discuss the statistics of Lewis and her colleagues' study. The article will then conclude with a discussion of the latest trends in gifted education for finding and serving ethnically diverse students.
Cognitive Dissonance as a Strategy in Social Justice Teaching
Author: Gorski, Paul C.
Date: 2009-00-00
Type: Journal Articles
Subjects: Social Justice,Psychological Patterns,Defense Mechanisms,Multicultural Education,Teaching Methods,Tests

Some misunderstandings are remedied easily. But when new information collides with old prejudices--when new truths battle established beliefs for space in people's consciousnesses--they tend to respond with all manner of defense mechanisms. They employ these defenses in response to the psychological stressors that emerge from such inner-battles (Elliot & Devine, 1994). This is especially true when one's current beliefs place an individual in a privileged bubble, as the belief that "the United States was founded on Christian ideals and principles" does for White people, Christians, and White Christians in particular. It is in these moments, often described as "cognitive dissonance" (a term popularized in Leon Festinger's [1957] study of a doomsday cult's stubborn belief persistence), when a learner finds her- or himself grappling with new information in light of old understandings. As a social justice educator, the author hopes to facilitate an environment in which students find themselves somewhere in the middle, in which they are willing to grapple with new ideas without accepting them blindly. In this article, the author discusses how to engage cognitive dissonance as a pedagogical tool in social justice learning and shares his experience in teaching about cognitive dissonance. An exercise in cognitive dissonance is presented.
Preparing Teachers for the Neoliberal Panopticon
Author: Webb, P. Taylor
Date: 2009-00-00
Type: Journal Articles
Subjects: Political Attitudes,Economic Development,Educational Legislation,Federal Legislation,Resistance (Psychology),Deception,Teachers,Equal Education,Competition,Educational Discrimination,Social Stratification,Accountability,High Stakes Tests,Discipline,Teacher Education,Learning Activities

In this article, we critically analyze how neoliberalism, as a political-economic discourse, uses surveillance to produce a stratified student body for economic roles. Panoptic technologies regulate schools and teachers by perpetuating an &quot;ethics of competition&quot; that promote a market mentality of &quot;educational choice&quot; while propagating educational apartheid. We use the current U.S.A. legislation, No Child Left Behind (NCLB), as a foil for our argument and illustrate how some educators have fabricated spectacles in attempts to resist the performance pressure of neoliberal surveillance. We end our discourse by discussing pedagogical fabrications as moments of neoliberal resistance and conclude with ways teacher education might prepare educators to respond more collectively to the educational inequities produced form reducing education to an economic enterprise. (Contains 4 notes.)
Care-Sickness: Black Women Educators, Care Theory, and a Hermeneutic of Suspicion
Author: Roseboro, Donyell L.
Date: 2009-00-00
Type: Journal Articles
Subjects: Females,Ethics,Hermeneutics,African American Teachers,Caring,Political Attitudes,Power Structure,Personal Narratives,Educational Philosophy,Teacher Characteristics,Interpersonal Relationship,Risk

This article builds upon earlier work exploring the implications of care theory for Black women educators by exploring the issue of colorblindness more broadly, as it relates to libratory education. Using the work of Freire (1970, 1998a, 1998b) and Noddings (1992a, 1995, 2001, 2005b), the authors revisit the relationship between libratory education and ethic of care paying particular attention to its relevance to the unique circumstances of Black women educators. The authors argue that Black women educators embody a qualitatively different ethic of care--one that is nuanced by their historical, social, spiritual, and political situatedness. They contend that as Black women educators, they cannot divorce their historicized disposition toward libratory education from their lived experiences of multiple and competing forms of oppression. Normative notions of trust, home, and power relevant to care theory are complicated by the lived experiences of Black women educators. They use the narratives of exemplary Black women educators to develop a preliminary framework for libratory ethic of care that is sensitive to Black women educators' contradictory status as "oppressed liberators." Lastly, they introduce the concept of care-sickness through a brief exploration of the implications for Black women who practice their ethic of care within multiple contexts of oppression. (Contains 13 notes.)
Conflicting Discourses in Language Teacher Education: Reclaiming Voice in the Struggle
Author: Austin, Theresa
Date: 2009-00-00
Type: Journal Articles
Subjects: Feminism,Race,Teacher Education Programs,Females,Multilingualism,Teacher Educators,Teaching Methods,Preservice Teacher Education,Language Teachers,English (Second Language),Second Language Instruction,Second Language Learning,Teacher Characteristics,Discourse Analysis,Multiracial Persons,Critical Theory,Teacher Attitudes

According to the national study conducted by Cochran-Smith & Fries (2005), the majority of teacher candidates in the U.S. are White middle-class women. While those from the U.S. who become TESOL teachers are also primarily White middle-class women, given the global demand for English, there is also a sizable number of TESOL teachers from international backgrounds (Braine, 1999; Lurda, 2005). As the current population entering the profession of language-teacher education is now beginning to differ from those in the past because of this international component, this seems to be a particularly significant moment to examine what discourses are currently operational that influence the direction and substance of teacher education programs where this notion of "civic culture voice" is encouraged. With this aim, the author uses her own experiences as a multilingual teacher educator of dual racial heritage to illustrate how the contemporary period has produced three areas of contradiction and tensions through widely held beliefs about community of practice, Black feminist perspectives, and intersections of oppression. These concepts emanate from feminist, Womanist, critical-race, and post-structural perspectives. While these concepts at times may be problematic, they are nevertheless directly relevant to current discourses circulating in the professional development of teachers and can contribute to enriching one's understanding of diverse voices in teacher education. In this article, the author would like to suggest examining the teacher educators' "voice" will contribute to open up dialogue about how discourses in teacher education need to be continuously scrutinized for the manner in which they produce teacher-knowledge and instill instructional practices. (Contains 3 notes.)