Developing Cultural Critical Consciousness and Self-Reflection in Preservice Teacher Education
Bibliographic Data
| ID | 4255083 |
|---|---|
| Authors | Geneva Gay, Kipchoge Kirkland, Kipchoge Neftali Kirkland |
| Year | 2003 |
| Volume | 42 |
| Issue | 3 |
| Pages | 181-187 |
| Publication date | 2003-08-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1353/tip.2003.0029 |
| OpenAlex | W4235082218 |
| Language | EN |
| Citations received | 240 |
| References cited | 1 |
In this article, the authors argue that developing personal and professional critical consciousness about racial, cultural, and ethnic diversity should be a major component of preservice teacher education. They discuss some maneuvers teacher education students use to avoid engaging with racial issues in education, and suggest some strategies for counteracting them. The resistance strategies include silence, diversion, guilt, and benevolent liberalism. Techniques to offset these and develop critical cultural consciousness and self-reflection include creating learning expectations of criticalness, modeling, providing opportunities to practice critical consciousness, and translating conceptual multicultural education into K-12 instructional possibilities. Woven throughout the specific suggestions is the general directive that critical consciousness learning experiences should take place within the context of guided practice, authentic examples, and realistic situations
Aesthetics · Consciousness · Consciousness raising · Critical consciousness · Cultural competence · Cultural diversity · Cultural pluralism · Multicultural education · Multiculturalism · Pedagogy · Silence · Sociology · Teacher education · Education and Critical Thinking Development · Educational Challenges and Innovations · Psychology · Service-Learning and Community Engagement · Teacher Education and Leadership Studies
Co-creating Spaces of Rightful Presence
Género y Calidad en Educación Superior
Challenging beliefs about cultural diversity in education
An “Ideology in Pieces” Approach to Studying Change in Teachers’ Sensemaking About Race, Racism, and Racial Justice
In Search of Our Mothers’ Gardens
Beyond Damage-Centered Teacher Education
Preparing culturally responsive teachers in preK-12
‘You petty’
Feasibility, Acceptability, and Preliminary Effectiveness of a Mindfulness-Based Critical Consciousness Training Program for Teachers
The New Dreamkeepers
Operationalizing critical consciousness
Teacher Education Students’ Implicit Racial Attitudes and Interpersonal Attribution of Racialized Student Behavior
Cause-effect modelling of nine pedagogical methods for enhancing students’ critical thinking
Reflective Practices of Teacher Educators in Punjab
Literacy Teacher Educators Creating Space for Children’s Literature
Decolonising Environmental Education Pedagogy
Why Do Students Attend STEM Clubs, What Do They Get Out of It, and Where Are They Heading
Culturally Responsive Professional Development Programs for Teacher Educators Using Community-Based Collaborative Learning
Building Science Teacher Leaders for Indigenous Schools
Implicit Biases and Racial Microaggressions
In(di)visable
Working through contradictions
Carving out a hybrid space
Empowering the marginalised
Communities of practice as a launchpad for social justice planning in early childhood education
Unpacking power
Starting with the self
Teachers as intercultural bridge‐builders
Implementing the critically compassionate intellectualism framework to foster preservice teachers’ social justice beliefs and empathy
Towards a conceptual framework for Country-centred teaching and learning
Towards relational music teacher professionalism
Transforming Preservice Teacher Perceptions of Immigrant Communities Through Digital Storytelling
Organizational learning in consciousness-based education schools
Using Anthropological Principles to Transform the Teaching of Human “Difference” and Genetic Variation in College Classrooms
Latina dual language teacher candidates’ language ideologies in flux
Unbiased but ideologically unclear
Listening for silences
The potential of on-campus study to support students' intercultural learning and development in higher education
Teachers’ beliefs and characteristics predictive of their willingness to cultivate a safe, ethnically inclusive school environment
Promoting pre-service teachers’ critical cultural and multilingual awareness and responsiveness, and beliefs about multilingualism through practice-oriented, (self‐)reflexive intervention
Critical talk moves in critical conversations
Reframing teacher education around inclusion, equity, and social justice
Towards equity literacy
Teaching to teach civics in fragile times
Supporting student-teachers in the multicultural classroom
Wobbling our way to culturally proactive pedagogies
A Divergence of Interests
Reflexive Researching
Organizing Possible Futures
The role of teacher critical racial consciousness in cultivating student–teacher relationships and school belonging for Black, Indigenous, and youth of color
Science for our children
Embracing equity and excellence while constructing science teacher identities in urban schools
Impacting Resilience of Black Students Through Critically Conscious Institutional Leadership and Policy
Teaching Racial History
A brief diversity training
Preparing Teachers to Be Culturally Multidimensional
Defining Rigor in Justice-Oriented EdD Programs
Teachers' perceptions of culturally responsive teaching in technology‐supported learning environments
Development of linguistic critical consciousness of multilingual preservice teachers of color
Supporting Bilingual Teachers To Be Leaders for Social Change
Effects of Intercultural Sensitivity and Critical Thinking Trainings on Teachers’ Professional Development
Literacies at the border
‘White ways of being isn’t the only way’
Teaching Contested Narratives
The Cambridge Handbook of Psychology and Human Rights
It Was Nice To Be Able To Talk to Them Like They Were Family.”
I want to do the right thing but what is it
Empowering Students to Engage with Climate Change Action
When students write about race
Becoming through reflexivity
‘Like’ if you support refugees
Teachers’ understanding of cultural diversity
Professional judgement and cultural critical consciousness
‘Teaching from the Heart’
Listening to teachers
Transformative reflective practice in the intercultural education course
The Use of Critical Consciousness for Gender Equality in Pre-Service Teacher Education
English Instructors Navigating Decoloniality with Afro Colombian and Indigenous University Students
Critical Consciousness
Drivers of human development
Responding to What We Notice
Counter-Mapping in Geographic Education
Beginning teachers’ knowledge-in-practice of multicultural science education
Cultural and functional diversity in the elementary classroom
Cultivating hope in uncertain times
Imagined innocence meets lived experience
Teacher education and multicultural courses in North Carolina
From seeing to believing
Millennial teachers and multiculturalism
From salvation to inquiry
Creating More Effective Multiethnic Schools
Black Student Belonging in K12 Schools
Beyond cultural competence
Being’ a critical multicultural pedagogue in the art education classroom
Building Multicultural Awareness in University Students Using Synchronous Technology
Creativity as Perspective Taking
I don’t really see any Asian culture around me”
Reconceptualizing TPACK to Meet the Needs of Twenty-First-Century Education
Teacher Candidates’ Perceptions of Debriefing Circles to Facilitate Self-Reflection During a Cultural Immersion Experience
Community Mapping as a Tool for Developing Culturally Relevant Pedagogy
| Unique citing works | 236 |
|---|---|
| Citations per year | 11,43 |
| Citation span | 2005 - 2026 (22) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 237 |