Multicultural Perspectives

Lisi, Penelope L.; Rios, Francisco

doi: 10.1207/s15327892mcp0603_1pmid: N/A

Phillion, JoAnn; He, Ming Fang

doi: 10.1207/s15327892mcp0603_2pmid: N/A

As educators of both preservice and in-service teacher education students, 1 of the key questions we ask ourselves is how to prepare White students in rural areas of the United States to meet the needs of increasingly diverse populations of students. In this article, we discuss the conflicting research on how to meet goals of multicultural teacher education and explore the potential of using narratives in preservice and graduate classes. We argue for the inclusion of what we term life-based literary narratives to bring experiential qualities to multicultural theories and to develop students' narrative imagination-the ability to reflect on experience, question assumptions, and actively empathize with others. We describe texts and processes used in the classes we teach that foster the development of these abilities. The goal is to enable our students to learn to listen to and hear the stories of others, to experience lives different than their own, not through abstract reasoning, but through developing emotions and empathic understanding, through examining hearts and minds. Life-based literary narratives show promise in assisting students to envision multicultural education as a transformative process for social justice and to see themselves as agents of social and educational change.

Ndura, Elavie

doi: 10.1207/s15327892mcp0603_3pmid: N/A

Educators need to explore and understand their own cultural identities before they can comprehend and appreciate their students' cultural backgrounds. In this article, the author presents the findings from a qualitative study that investigated in-service teachers' awareness of and characterization of their culture. She also discusses the importance of affording educators opportunities to reflect on and make the connection between culture and their worldview. The author concludes by recommending useful and practical next steps once teachers have a better understanding of their cultural identities.

Grant, Rachel A.; Wong, Shelley D.

doi: 10.1207/s15327892mcp0603_4pmid: N/A

In this article, we share how 2 multilingual/multicultural school communities work to build strong relationships with immigrant families to support parent involvement and language minority student achievement.

Beck, Bernard

doi: 10.1207/s15327892mcp0603_5pmid: N/A

Gorski, Paul C.

doi: 10.1207/s15327892mcp0603_6pmid: N/A

Branch, Andre J.

doi: 10.1207/s15327892mcp0603_7pmid: N/A

Caruthers, Loyce; Thompson, Sue; Eubanks, Eugene

doi: 10.1207/s15327892mcp0603_8pmid: N/A

Wasonga, Teresa A.; Piveral, Joyce A.

doi: 10.1207/s15327892mcp0603_9pmid: N/A

In this study, we examined preservice teacher perception on the modeling of principles of multicultural education at a university of predominantly White students. Preservice teachers (N = 79) at the end of a multicultural education course responded to a survey based on the principles of multiculturalism. The students conducted an 8-week evaluation of the modeling or integration of multiculturalism in their teacher education classes. Statistical analysis indicated that 95.4% of preservice teachers perceived an integration of instructional principles of multicultural education, whereas 69% perceived integration of curricular principles of multicultural education. Findings suggested that diversity is a critical element of multiculturalism in the teacher education program needing attention.

Smith, G. Pritchy; Echols, Celina V.; Bryant, Edwidge; Howell, Loretta; He, Ming Fang

doi: 10.1207/s15327892mcp0603_10pmid: N/A