Rethinking Diversity in Resegregated Schools

Lessons From a Case Study of Urban K-8 Preservice Teachers

Dados Bibliográficos

ID10855840
AutoresSara Michael-Luna (Queens College, City University of New York, NY, USA), Anand R Marri (Columbia University, NY, USA,)
Ano2011
Volume46
Fascículo2
Páginas178-201
Data de publicação2011-03-01
Open AccessSim
TipoARTICLE
PeriódicoUrban Education (JOURNAL)
Identificadores do periódicoISSN: 0042-0859 • E-ISSN: 1552-8340
EditoraSAGE Publications (PUBLISHER • US)
DOI10.1177/0042085910378476
OpenAlexW2171013899
IdiomaEN
Citações recebidas7
Referências citadas16

Using the research question “How do urban teacher candidates (TCs) understand socioeconomic, racial, and cultural diversity in resegregated urban educational contexts,” this case study examines the perceptions of preservice K-8 teachers in an urban education program. These TCs complicated diversity by focusing on “unseen” elements that are often overlooked or unpacked in superficial ways in teacher education. We examine how diversity is represented by examining the ways in which an all “Black” or all “Hispanic” classroom can be diverse. This study’s findings may contribute to changing how teacher education programs present diversity in urban classrooms

Cultural diversity · Cultural pluralism · Diversity (politics) · Mathematics education · Multicultural education · Multiculturalism · Pedagogy · Perception · Population · Socioeconomic status · Sociology · Teacher education · Critical Race Theory in Education · Global Education and Multiculturalism · Psychology · Teacher Education and Leadership Studies

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