Examining Teacher Candidate Resistance to Diversity: What Can Teacher Educators Learn?

Authors

  • Dana Gregory Rose Radford University
  • Ann D. Potts University of North Carolina at Wilmington

DOI:

https://doi.org/10.18251/ijme.v13i2.361

Keywords:

multicultural education, teacher education, diversity, equity, culturally responsive teaching

Abstract

How teachers interpret and respond to diverse students’ cultural identities is critical to students’ success. Therefore, teacher educators require candidates to gain experience with multicultural populations during fieldwork. What can teacher educators learn from candidate perceptions of these experiences? This study features a case analysis of a fascinating candidate’s descriptions of multicultural school experiences. The candidate negated the need to be culturally responsive by inaccurately simplifying culture and using the binary constructs of “same” and “different”. The article contends that educators must provide a platform for the deconstruction of “same” and “different” and offers a visual model as a pedagogical discussion tool.

Author Biographies

Dana Gregory Rose, Radford University

Assistant Professor School of Teacher Education and Leadership College of Education and Human Development

Ann D. Potts, University of North Carolina at Wilmington

Elementary Education Undergraduate Program Coordinator Elementary, Middle Level, and Literacy Education Watson School of Education

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Published

2011-11-28

How to Cite

Rose, D. G., & Potts, A. D. (2011). Examining Teacher Candidate Resistance to Diversity: What Can Teacher Educators Learn?. International Journal of Multicultural Education, 13(2). https://doi.org/10.18251/ijme.v13i2.361

Issue

Section

Articles (Peer-reviewed)