Supporting Critical Multicultural Teacher Educators: Transformative teaching,social justice education,and perceptions of institutional support |
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Authors: | Paul C Gorski Gillian Parekh |
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Institution: | 1. Equity Literacy Institute , Asheville, NC, USA gorski@edchange.org;3. Faculty of Education, York University , Toronto, Canada |
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Abstract: | ABSTRACT In most teacher education programmes in Canada and the United States, educators’ opportunities to develop equity-related skills are concentrated into single ‘multicultural’ courses. These courses tend to have a conservative or liberal orientation, focused on appreciating diversity or cultural competence, rather than a critical orientation, focused on preparing teachers to address inequity. In this study, based on a survey of instructors of multicultural and intercultural teacher education courses in Canada and the US (N = 186), we examined the relationship between the criticality of their multicultural teacher education courses and their perceptions of institutional support for the values they teach. We found a negative relationship between the two – the more critical the instructors’ approaches, the less institutional support they perceived. |
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Keywords: | Teacher education intercultural education multicultural education educational equity critical education |
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