"Everything They Were Giving Us Created Tension": Creating and Managing Tension in a Graduate-Level Multicultural Course Focused on Literacy Methods

Autor/inn/en	Assaf, Lori Czop; Dooley, Caitlin McMunn
Titel	"Everything They Were Giving Us Created Tension": Creating and Managing Tension in a Graduate-Level Multicultural Course Focused on Literacy Methods
Quelle	In: Multicultural Education, 14 (2006) 2, S.42-49 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Cultural Pluralism; Beginning Teachers; Teaching Methods; Education Courses; Teacher Educators; Multicultural Education; Teacher Education; Teacher Attitudes; Persuasive Discourse; Literacy; Ideology + Suchen Sie Ihr Suchwort? Kulturpluralismus; Junior teacher; Junglehrer; Teaching method; Lehrmethode; Unterrichtsmethode; Fortbildungskurs; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Multikulturelle Erziehung; Lehrerverhalten; Persuasion; Persuasive Kommunikation; Alphabetisierung; Schreib- und Lesefähigkeit; Ideologie
Abstract	Hernandez (1989) argued that teacher educators who teach multicultural education courses too often focus on curricular or content aspects of multicultural education and rarely deal with the process of changing teachers' belief systems related to multicultural education. This article presents a host of practices that have supported teachers' ideological becoming as they prepare to teach in classrooms serving culturally and linguistically diverse student populations. By using a Bakhtinian lens, the authors invite teacher educators to understand their task not as a series of curricular implementations, but rather as a means for inducing the tensions necessary to nurture the development of teachers' beliefs and ideologies. Described are several instructional practices that were used in a teacher education course to help teachers explore their own cultures, appreciate differences, and transform their previously held views and assumptions about multiculturalism. Each of the practices described were referred to by at least one member of the class as tension-inducing. This article is organized around three questions: (1) What instructional practices pushed beginning teachers to struggle and experience tension between their authoritative and internally persuasive discourses?; (2) How can tensions be created and managed in a multicultural teacher education course?; and (3) What are the challenges and opportunities? The authors encourage teacher educators to review these practices as flexible ideas (as any thoughtful teacher would) rather than a prescriptive list and concentrate their efforts on selecting a host of instructional practices to spur tensions. (Contains 2 tables.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10