Reading and Analyzing Ethnographies through Literature Circles: A Praxis Model for Encouraging Multicultural Educators

Authors

  • Marilee Coles-Ritchie Westminster College

DOI:

https://doi.org/10.18251/ijme.v15i1.616

Keywords:

English learners, ESL, ethnography, multicultural teacher education, inquiry, literature circles

Abstract

This study explores the process of implementing literature circles using ethnographies as the texts to better prepare teachers for multicultural/ multilingual teaching contexts. Data collected by the course instructor and two of the participants, using a Critical Teacher Action Research (CTAR) methodology, indicate that participants think critically, connect to the texts and others, and identify ways to enhance school practice based on the funds of knowledge described in the ethnographic works when participating in literature circles. The author provides the process of implementing literature circles in teacher education courses and provides an action plan for further practice.

Author Biography

Marilee Coles-Ritchie, Westminster College

Associate Professor, School of Education

Focus on bilingual education, diversity, English learners, qualitative research, action research

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Published

2013-03-14

How to Cite

Coles-Ritchie, M. (2013). Reading and Analyzing Ethnographies through Literature Circles: A Praxis Model for Encouraging Multicultural Educators. International Journal of Multicultural Education, 15(1). https://doi.org/10.18251/ijme.v15i1.616

Issue

Section

Praxis Articles (Peer-reviewed)