Beyond Ethnic Tidbits
Toward a Critical and Dialogical Model in Multicultural Social Justice Teacher Preparation
Bibliographic Data
| ID | 2501945 |
|---|---|
| Authors | Christina Convertino (0000-0003-4983-886X, The University of Texas at El Paso, corresponding author) |
| Year | 2016 |
| Volume | 18 |
| Issue | 2 |
| Pages | 125-142 |
| Publication date | 2016-06-20 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Multicultural Education (JOURNAL) |
| Journal identifiers | ISSN: 1934-5267 • E-ISSN: 1934-5267 |
| Publisher | Eastern University (PUBLISHER • US) |
| DOI | 10.18251/ijme.v18i2.1074 |
| OpenAlex | W2460973441 |
| Language | EN |
| Citations received | 8 |
| References cited | 28 |
This praxis article outlines the value of using a critical and dialogical model (CDM) to teach multicultural social justice education to pre-service teachers. Based on practitioner research, the article draws on the author's own teaching experiences to highlight how key features of CDM can be used to help pre-service teachers move beyond thinking about multicultural education as ethnic tidbits. Illustrative examples of CDM-in-use demonstrate that learning about multicultural social justice education is a social and developmental process that requires teacher educators to scaffold complex ideas by using dialogical approaches to learning that incrementally build on emergent and shared knowledge
Critical pedagogy · Cultural pluralism · Dialogical self · Epistemology · Ethnic group · Multicultural education · Multiculturalism · Pedagogy · Praxis · Service-learning · Social justice · Social science · Sociology · Anthropology · Educator Training and Historical Pedagogy · Parental Involvement in Education · Psychology · Social Psychology · Teacher Education and Leadership Studies
Lexical material of regional content in the process of implementing the communicative approach in teaching English to students of nonlinguistic specialties
Practice‐based educational and theatre research
Moving toward
Pre-service teachers' understanding of culture in multicultural education
Theory-Practice Divides and the Persistent Challenges of Embedding Tools for Social Justice in a STEM Urban Teacher Residency Program
A Multicultural Education Praxis
Using Ecological Asset Mapping to Investigate Pre-Service Teachers' Cultural Assets
Formação De Professores Para a Justiça Social
Subtractive Schooling
Dismantling Contemporary Deficit Thinking
Dialogic Inquiry
The Coding Manual for Qualitative Researchers
On Critical Pedagogy
A Dialogue
Speech Genres and Other Late Essays
Semiotic Mediation, Dialogue and the Construction of Knowledge
Ideology and Curriculum
Writing Ethnographic Fieldnotes
Blind Vision
Education for democratic citizenship
Multiculturalism in Four Teacher Education Programs
OK, I Get It! Now Tell Me How to Do It!”
Paradoxes in multicultural teacher education research
Book/Media Reviews
The Burden of Teaching Teachers
Are you Privileged or Oppressed
Themes in the Research on Preservice Teachers’ Views of Cultural Diversity
Critical Family History, Identity, and Historical Memory
Storytelling for Oppositionists and Others
What we're teaching teachers
Beyond the Methods Fetish
Things Get Glossed Over
Voices of Queer Youth in Urban Schools
Beyond the "English Learner" Frame
Sowing the Semillas of Critical Multicultural Citizenship for Latina/o Undocumented Youth
I Worry about My Community
| Unique citing works | 8 |
|---|---|
| Citations per year | 0,8 |
| Citation span | 2016 - 2025 (10) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 7 |