Pre-Service Teachers Write about Diversity: A Metaphor Analysis (2005)

Abstract This study, set in teacher education program of a large, Midwestern public university, examines metaphors used by elementary pre-service teachers in writing about and teaching in diverse settings with diverse populations. Using metaphor analysis methodology grounded in Lakoff and Johnson's work on conceptual metaphor and working through lenses of constructivism and critical theory, we as researchers take notice that though students' words apparently mirror those of their professors, meanings are often misapplied or missing altogether. Although at first glance our results may seem critical of pre-service teachers, in actuality, we seek uncover tensions inherent in teaching diversity. Metaphors identified include as an object of value; as a guest in inn; as a construction project; teacher as taxonomist, archaeologist, and/or connoisseur; teacher as voyeur; and as voyeur. Introduction Assuming arrogance of certainty, some teacher educators believe that in teaching about diversity, in encouraging students engage in perspective taking, and in sharing case studies designed deepen thinking, they are doing what they can ensure that pre-service teachers adopt popular stance, proper way of thinking about diversity. It is far more uncomfortable mine tensions of what teacher educators do and what they leave undone in an effort teach for social as student in schools becomes norm, not exception (Darling-Hammond, French, & Garcia-Lopez, 2002, p. 1). Teacher educators should examine carefully underlying meaning of any goal for pre-service teachers asking them to bring forefront issues of power, politics, equity, and equality or raise questions about relationship between schools and social and cultural reproduction of social classes, gender roles, and racial and ethnic prejudice (Adams, Shea, Liston, & Deever, 1998, p. ix). Teacher educators who assert need for pre-service teachers embrace so specifically are in fact telling pre-service teachers what they must believe; effect of this expectation actually silences diverse viewpoints. How can teacher educators balance the paradox of social justice and diversity (Blackwell, Futrell, & Imig, 2003, p. 359) if they demand students assimilate our ideas of diversity? In this study, set in teacher education program of a large, Midwestern public university, researchers studied attitudes of elementary pre-service teachers toward and teaching in diverse settings with diverse populations. To examine these attitudes, researchers collected and analyzed essays required of all elementary pre-service teachers as part of a state-mandated portfolio process. The university identifies four core concepts--diversity, integration, professionalism and life-long learning--intended guide teacher education curricula. Written reflections on these core concepts, typically 500-750 words long, are required as part of portfolio process that encompasses all teacher education coursework. Students write essays focused on their beliefs and understandings regarding each of core concepts. The due date for essays on four core concepts is set many months in advance, and each chooses how much time spend preparing essays which are written and polished outside of classes. The prompt for essay appears in university's professional education portfolio handbook as follows: Define and explain your understanding of this concept and how it relates teaching and learning. For this study, we collected and analyzed essays elementary pre-service teachers submitted, using metaphor analysis interpret students' understandings, stances, and attitudes about diversity. Drawing from constructivism and critical theory, we as researchers were especially engaged when noticing that though students' words apparently mirror those of their professors, meanings are often misapplied or missing altogether. …