Pedagogies of Inclusion in Teacher Education: Global Perspectives
01 Jan 2009-pp 149-165
TL;DR: The authors argue that while neoliberalism greatly contributes to the growing diversity of students for whom teachers need preparation, however, it also shrinking public resources for serving those same populations while simultaneously constraining the work of teachers and teacher educators.
Abstract: Educators around the world increasingly see teacher education as crucial to developing pedagogies of inclusion, particularly as student populations diversify. While neoliberalism greatly contributes to the growing diversity of students for whom teachers need preparation, however, it is also shrinking public resources for serving those same populations while simultaneously constraining the work of teachers and teacher educators.
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TL;DR: The authors analyzed the case of the Seminar for Critical Citizenship (SCC) established by teachers of infant, primary, secondary and higher education to experiment with and share innovative practices, and found that while it enables a network for collaboration, egalitarian dialogue and empowerment, certain tensions persist between theory and practice, and in attitudes towards innovation and school culture.
Abstract: Professional development that aims to build school change capacity requires spaces for collaborative action and reflection. These spaces should promote learning and foster skills for distributed leadership in managing school change. The present study analyses the case of the Seminar for Critical Citizenship (SCC) established by teachers of infant, primary, secondary and higher education to experiment with and share innovative practices. A focus group was formed first to identify which factors SCC participants perceived as influencing the development of this leadership for change, and second, to verify whether the SCC offers a space where the development of distributed leadership is promoted. We find that while it enables a network for collaboration, egalitarian dialogue and empowerment, certain tensions persist between theory and practice, and in attitudes towards innovation and school culture.
31 citations
Cites background from "Pedagogies of Inclusion in Teacher ..."
...…education and professional development still continues to be grounded on deficit theory, which justifies the implementation of compensatory educational programmes (Brodin and Lindstrand 2007; Lloyd 2008) and segregation measures in schools (Escudero, González, and Martínez 2009; Sleeter 2009)....
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TL;DR: In this article, the authors evaluate teacher perceptions on the training received in intercultural education and show certain strengths of the training teacher programs in the field of interculturality (encouragement of reflection, participation and collaboration), as well as weaknesses (decontextualization, inflexibility, primacy of theoretical learning, non-transversal character).
Abstract: Background: The aim of the present study was to evaluate teacher perceptions on the training received in intercultural education. Methods: The article presents a quantitative, non- experimental and ex-post-facto type of research; directed to inquire about the perceptions of the teachers of primary education in Andalusia (Spain) in relation to the intercultural training received. Based on the descriptive survey method, two questionnaires were administered to a sample composed of 320 students and 80 teachers. Results: The results show certain strengths of the training teacher programs in the field of interculturality (encouragement of reflection, participation and collaboration …), as well as weaknesses (decontextualization, inflexibility, primacy of theoretical learning, non-transversal character, etc.). Conclusions: Despite strengths, intercultural teacher training continues to be a challenge in Andalusia.
18 citations
Cites background from "Pedagogies of Inclusion in Teacher ..."
...Given the diversity of training methods, we consider it necessary to reflect on what characteristics should be presented by initial and in-service teacher training programs to promote the acquisition of intercultural skills and professional practice away from compensatory educational programs [9,10], and segregation measures in schools [11]....
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01 Jan 2017
TL;DR: Castro et al. as discussed by the authors explored and connected the key critical pedagogical teaching approaches that shaped the developing CC of preservice teacher participants, and found that these teacher educators were aware of the problem of abstract language and the potential of students being out of touch with critical pedagogogical theories and goals.
Abstract: esoteric, and out of touch with the conflicts and struggle that teachers, students, and activists act on” (p. 247). Although specific descriptions of teacher educator practices were not described by Apple (2000), he nonetheless warned that teacher educators who use critical pedagogy may unintentionally exclude students from adopting the critical pedagogical teaching approach due to the criticism stated above. Therefore, a critical question is, how does one know whether or not, and to what degree, the critically minded professors mentioned in the above studies, practised effective socially just pedagogy? Were these teacher educators aware of the problem of abstract language and the potential of students being “out of touch” with critical pedagogical theories and goals? Content (subject matter) and teaching methodology (the ways in which the subject is delivered) coalesce to construct a learning environment which will, in one way or another, affect the learning experiences of preservice teacher candidates. This study explored and connected the key critical pedagogical teaching approaches that shaped the developing CC of preservice teacher participants. While the overall historical patterns, shown in the meta-analysis by Castro (2010) suggest that preservice teacher candidates lacked the ability to frame diversity and equity in complex ways, recent studies have nuanced this theme. For example, the degree of preservice teacher candidates’ tolerance, acceptance, and prejudice toward diverse cultures and socially just pedagogies has shifted according to some of the studies reviewed (Castro, 2010). For example, Castro (2010) reports that the studies conducted between 2000 to 2007 indicated that millennial preservice teacher candidates showed a greater acceptance toward socially just oriented pedagogies and cultural diversity, and an
16 citations
Cites background from "Pedagogies of Inclusion in Teacher ..."
...Sleeter (2009), for example, found that most preservice teacher candidates do not understand the entrenched and often deterministic “relationship between cultural beliefs and individuals, and between cultural beliefs and institutions” (p. 152)....
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...…importance of bringing a deep awareness to issues of inequity and diversity, faculties of education, such as the one under study, have had difficulty integrating pedagogies and methods that can bring this outcome about (Sensoy & DiAngelo, 2012; Sleeter, 2009; Solomon, LevineRasky, & Singer, 2003)....
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TL;DR: In this article, the authors explored how critical pedagogy shaped and influenced the development of critical consciousness among preservice teacher candidates, revealing that facilitating critical consciousness was a complex process influenced by pedagogical and institutional mechanisms.
Abstract: This study engaged grounded theory methodology to explore how critical pedagogy shaped and influenced the development of critical consciousness among preservice teacher candidates. The teacher participants revealed that facilitating critical consciousness was a complex process influenced by pedagogical and institutional mechanisms. The pedagogical mechanism of coercive power and the institutional mechanism of compressed time both limited opportunities for student agency and constrained the development of critical consciousness. Two professors were successful in countering the negative consequences of these institutional and pedagogical mechanisms by enacting a legitimate form of power and facilitating dialogical learning contexts. These efforts are highlighted in the paper as key attributes of consciousness raising learning experiences among the preservice teachers.
Keywords: preservice teachers, critical pedagogy, critical consciousness, Faculty of Education, course-based learning experiences
Cette etude, qui repose sur une methodologie inspiree de la theorie a base empirique, explore la mesure dans laquelle la pedagogie critique a influence le developpement d’une conscience critique chez des enseignants en formation. Les enseignants participants ont revele que la promotion de la conscience critique est un processus complexe qui est influence par des mecanismes pedagogiques et institutionnels. Le mecanisme pedagogique du pouvoir coercitif et le mecanisme institutionnel du calendrier comprime limitent tous les deux la marge de manœuvre des etudiants et contraignent le developpement de la conscience critique. Deux professeurs ont reussi a contrer les consequences negatives de ces mecanismes institutionnels et pedagogiques en exercant une forme de pouvoir legitime et en facilitant des contextes d’apprentissage dialogique. L’article presente ces efforts comme etant les caracteristiques principales des experiences d’apprentissage ayant favorise la prise de conscience chez les enseignants en formation.
Mots cles: enseignants en formation; pedagogie critique; conscience critique; faculte d’education; experiences d’apprentissage basees sur les cours
7 citations
Cites background from "Pedagogies of Inclusion in Teacher ..."
...121 inequity and diversity, faculties of education, such as the one under study, have had difficulty integrating pedagogies that promote such an outcome (Sensoy & DiAngelo, 2012; Sleeter, 2009; Solomon et al., 2003)....
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...Despite publicly citing the importance of bringing deep awareness to issues of inequity and diversity, faculties of education, such as the one under study, have had difficulty integrating pedagogies that promote such an outcome (Sensoy & DiAngelo, 2012; Sleeter, 2009; Solomon et al., 2003)....
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References
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Book•
01 Jan 2008
TL;DR: Neo-Liberalism, teachers, and teaching: Understanding the Assault: The Global Assault on Teaching, Teachers, and Teacher Unions Mary Compton & Lois Weiner 'Remaking the World': Neo-liberalism and the Transformation of Education and Teacher's Labor Susan Robertson.
Abstract: Neo-Liberalism, Teachers, and Teaching: Understanding the Assault: The Global Assault on Teaching, Teachers, and Teacher Unions Mary Compton & Lois Weiner 'Remaking the World': Neo-Liberalism and the Transformation of Education and Teacher's Labor Susan Robertson Neo-Liberalism's Global Footprint: Education Reform under Strangulation John Nyambe Teaching for the Factory: Neo-Liberalism in Mexican Education Rodolfo Rincones, Elaine Hampton, & Cesar Silva Neo-Liberal Education in Denmark Jette Steensen Higher and Tertiary Education in the West Indies: Ensnared by GATS Margueritte Cummins Williams The Education World is Not Flat: Neo-Liberalism's Global Project and Teacher Unions' Transnational Resistance Larry Kuehn The Need for Unions to Defend Public Education: Teachers and their Unions: Why Social Class 'Counts' Kathleen A. Murphey Campaign Against the Opening of City Academies in England Ian Murch An Inner-City Public School Teacher's Story from China Yihuai Cai What Teachers Want from their Unions: What We Know from Research Nina Bascia Challenging Neo-Liberalism: Education Unions in Australia Rob Durbridge Teaching, a Profession under Attack: Contradictions and Tensions in the Place of Teachers in Educational Reform: Reflections upon the Role of Teachers in Recent Educational Reforms in the United States and Namibia Ken Zeichner Universalization of Elementary Education in India: A Dream Deferred is a Dream Denied Basanti Chakraoborty Educational Restructuring, Democratic Education, and Teachers Alvaro Moreira Hypolito Neo-Liberalism, Inequality, and Teacher Unions: Sodexho in the Chicago Public Schools Kyle Westbrook Homophobia in St. Lucian Schools: A Perspective from a Select Group of Teachers Urban Dolor Work on Aboriginal Education in a Social Justice Union: Reflections from the Inside Chris Stewart South African Teachers and Social Movements: Old and New Shermain Mannah & Jon Lewis Schooling and Class in Germany: An Interview with Eberhard Brandt and Susanne Gondermann Mary Compton Education or Mind Infection? Nurit Peled-Elhanan Going on the Offensive: Interview with Thulas Nxesi, President of the Education International Mary Compton The Context of Teachers' Democratic Movements in Mexico Rodolfo Rincones In Mexico, to Defend Education as a Social Right, We Must Fight for Union Democracy Maria de la Luz Arriaga Lemus A History of the Search for Teacher Unity in South Africa Harold Samuel British Teacher Unions and the Blair Government-Anatomy of an Abusive Relationship Mary Compton Building the International Movement We Need: Why a Consistent Defense of Democracy is Essential Lois Weiner
117 citations
Book Chapter•
01 Jan 2004
TL;DR: The authors argue that preparing teachers for cultural diversity is a centrally important goal of teacher education, given the context of the harrowing ethnic conflicts and the changing ethnoscapes of our globalizing era.
Abstract: Many teacher education courses carry out only minimally their rhetorical goals of preparing teachers to practise intercultural education. The traditional approach prepares teachers for cultural assimilation, immersing them in the ethnocentric assumptions of one culture, and marginalising studies of cultural diversity.
This article argues that preparing teachers for cultural diversity is a centrally important goal of teacher education, given the context of the harrowing ethnic conflicts and the changing ethnoscapes of our globalizing era. Exploring the continuum of ethnic discourses which may inform teacher education, ranging from ethnocentrism to critical interculturalism, is necessary in order to evaluate the stage of development of the programme. The article comments on strategies in the USA and Australia that could improve multicultural content and pedagogy in the teacher education degree, as well as in the partnerships between the teacher education course and the various organizational stakeholders.
105 citations
TL;DR: In this article, the authors discuss how a radical approach to teacher education encourages both pre-service teachers and high school students to embrace a paradoxical model of leadership and encourage students to learn to speak and take action within their school lives.
Abstract: This article discusses how a radical approach to teacher education encourages both pre‐service teachers and high school students to embrace a paradoxical model of leadership. A project that positions high school students as teachers and learners in an undergraduate secondary teacher certification course challenges pre‐service teachers to learn to teach by listening to high school students, and it challenges students to learn to speak and take action within their school lives. As participant reflections illustrate, this project enacts the paradoxical model it advocates: it contradicts received notions of leadership as hierarchical, top‐down, and synonymous with a single person—in this case, the teacher—in a position of authority; it challenges both pre‐service teachers and students to embrace the seeming internal contradiction of being at once followers and leaders; and it represents, on a larger scale, resistance to the current climate and predominant acceptance in the USA of federally mandated standards ...
97 citations
TL;DR: This paper explored the influences of a cross-cultural, equal status internship on prospective teachers' emerging sociocultural perspectives and race identities, and explored the success and continued challenges of this experience as well as what they have learned about supporting more mature anti-racist identities in the 3 years that students have been engaged in this internship.
75 citations
"Pedagogies of Inclusion in Teacher ..." refers background in this paper
...Research on the impact of crosscultural community-based learning, although slim, underscores the potential of this kind of learning (e.g., Bondy & Davis, 2000; Brown, 2004; James & Haig-Brown, 2002; Melnick & Zeichner, 1996; Moule, 2004; Seidl & Friend, 2002; Wiggins, et al., 2007)....
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