The Holistic Analysis of Multicultural Teaching Framework
Capturing Teachers' Pauses and their Hybrid and Fluid Multicultural Practices
Bibliographic Data
| ID | 2955417 |
|---|---|
| Authors | Juan A Freire (0000-0002-1942-7413), Verónica E Valdez (0000-0002-1932-1096) |
| Year | 2021 |
| Volume | 23 |
| Issue | 2 |
| Pages | 127-144 |
| Publication date | 2021-08-30 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Multicultural Education (JOURNAL) |
| Journal identifiers | ISSN: 1934-5267 • E-ISSN: 1934-5267 |
| Publisher | Institute for Educational Research, Yonsei University (PUBLISHER) |
| DOI | 10.18251/ijme.v23i2.2647 |
| OpenAlex | W3197814096 |
| Language | EN |
| Citations received | 1 |
| References cited | 1 |
James Banks's framework for determining the levels of integration of multicultural content in teachers' pedagogy has long been a tool used by researchers worldwide. This article introduces the Holistic Analysis of Multicultural Teaching Framework that rethinks Banks's framework to allow research analysis to capture the hybrid and fluid aspects of teachers' multicultural practices as well as the pauses in their practices over time. Data from a study on U.S. dual language teachers' classroom implementation of multicultural practices serves to illustrate the utility of the Holistic Analysis framework in analyzing teachers' multicultural practices. Implications for teacher educators and researchers are discussed
Mathematics education · Multicultural education · Multiculturalism · Pedagogy · Sociology · Global Education and Multiculturalism · Parental Involvement in Education · Psychology · Teacher Education and Leadership Studies
| Citations per year | 0.5 |
|---|---|
| Citation span | 2024 - 2024 (1) |
| Highly cited | No |