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Developing knowledge and skills to teach multicultural education

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dc.contributor.authorAberle, Jennifer T. Mattern, author
dc.contributor.authorKees, Nathalie L., advisor
dc.contributor.authorZimmerman, Toni Schindler, advisor
dc.date.accessioned2024-03-13T18:14:52Z
dc.date.available2024-03-13T18:14:52Z
dc.date.issued2007
dc.description.abstractIn order to promote effective multicultural education in an increasingly diverse society such as the United States, understanding processes and factors that help teachers build knowledge and skills for integrating social justice and diverse perspectives into their teaching is important. The purpose of this study was to contribute to the dialogue that is bridging the gap between theoretical and empirical issues of multicultural education with the practices of teaching among diversity (Ali & Ancis, 2005; Banks, 2003; 2006; Banks & Banks, 2004; Gay, 2000; 2004; Sleeter & Bernal, 2004). The focus of this study was on teachers -- not as conduits by which information is transferred to students -- but as individuals with beliefs and experiences that inform their construction of meaning and knowledge, which is inextricably linked with what and how they teach. Therefore, understanding processes of development for teaching in multicultural ways is essential to advance effective teaching in a diverse society.
dc.description.abstractThis research study is a qualitative inquiry of thirteen educators who have participated in a multicultural education training aimed at promoting multicultural educator development. Interviews with educators were conducted over the course of an academic year at intervals prior to participating in a multicultural training and several times after the training. Using the theoretical framework of Banks' (2003) model for characteristics of effective multicultural teachers and theoretical foundations of feminism and critical pedagogy, I examined the participants' narratives for the processes and factors affecting their acquisition and integration of awareness of and abilities for multicultural teaching. The findings indicate that participants gained skills and knowledge to understand how they choose content, engage in teaching iv strategies, and collaborate with students and colleagues to reduce prejudices. This study has implications for teachers, teacher training programs, and school administrations that want to integrate multicultural education and create empowering social contexts for the betterment of their students and community.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierETDF_Aberle_2007_3266396.pdf
dc.identifier.urihttps://hdl.handle.net/10217/237539
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.rights.licensePer the terms of a contractual agreement, all use of this item is limited to the non-commercial use of Colorado State University and its authorized users.
dc.subjectmulticultural
dc.subjectsocial justice
dc.subjectsocial justice education
dc.subjectteacher training
dc.subjectteacher education
dc.subjectcurricula
dc.subjectteaching
dc.subjectcurriculum development
dc.titleDeveloping knowledge and skills to teach multicultural education
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEducation
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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