Productive Dissonance: A Musical-analytical Exploration of Teacher Educator Perceptions in a Multicultural Education Program

Authors

  • Lynn Violet Clark University of Louisiana at Monroe

DOI:

https://doi.org/10.18251/ijme.v12i1.268

Keywords:

teacher education, multicultural education, art-based methodology

Abstract

The purpose of this study is to explore, using a musical metaphor, the consonance, counterpoint, dissonance, and resonance of a large-scale multicultural teacher education program. In particular, it examines the different instructional approaches of seven graduate students and two faculty who currently teach an undergraduate multicultural education course at a large mid-western university. By combining a theoretical framework (Bennett, 2010) with a musical-analytical approach, the study explores how the interplay of individual voices contributes to a “productive dissonance” that has the potential to transform the overall program.

Author Biography

Lynn Violet Clark, University of Louisiana at Monroe

Dr. Clark is an Asst. Professor Curriculum and Instruction at the University of Louisiana at Monroe. She received her Ph.D. in Curriculum Theory from Indiana University, Bloomington, where she worked and presented with Christine Bennett. Her research interests include cross-cultural dialogues and issues of empowerment and praxis.

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Published

2010-06-13

How to Cite

Clark, L. V. (2010). Productive Dissonance: A Musical-analytical Exploration of Teacher Educator Perceptions in a Multicultural Education Program. International Journal of Multicultural Education, 12(1). https://doi.org/10.18251/ijme.v12i1.268

Issue

Section

Articles (Peer-reviewed)