The Holistic Analysis of Multicultural Teaching Framework: Capturing Teachers’ Pauses and their Hybrid and Fluid Multicultural Practices

Juan A. Freire, Verónica E. Valdez


James Banks’s framework for determining the levels of integration of multicultural content in teachers’ pedagogy has long been a tool used by researchers worldwide. This article introduces the Holistic Analysis of Multicultural Teaching Framework that rethinks Banks’s framework to allow research analysis to capture the hybrid and fluid aspects of teachers’ multicultural practices as well as the pauses in their practices over time. Data from a study on U.S. dual language teachers’ classroom implementation of multicultural practices serves to illustrate the utility of the Holistic Analysis framework in analyzing teachers’ multicultural practices. Implications for teacher educators and researchers are discussed.



Teacher education, multicultural education, research methodology, teacher research, pedagogy

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