Beyond Ethnic Tidbits: Toward a Critical and Dialogical Model in Multicultural Social Justice Teacher Preparation

Authors

  • Christina Convertino University of Texas at El Paso

DOI:

https://doi.org/10.18251/ijme.v18i2.1074

Keywords:

critical, dialogical, teacher preparation, social justice, practitioner inquiry

Abstract

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.

Author Biography

Christina Convertino, University of Texas at El Paso

Christina Convertino is an assistant professor in the sociocultural foundations of education at the University of Texas at El Paso.

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Published

2016-06-20

How to Cite

Convertino, C. (2016). Beyond Ethnic Tidbits: Toward a Critical and Dialogical Model in Multicultural Social Justice Teacher Preparation. International Journal of Multicultural Education, 18(2), 125–142. https://doi.org/10.18251/ijme.v18i2.1074

Issue

Section

Praxis Articles (Peer-reviewed)