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Book ChapterDOI

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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Journal ArticleDOI
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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Journal ArticleDOI
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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Journal ArticleDOI
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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Journal Article
TL;DR: A new Sacramento State University Urban Teacher Education Center (UTEC) is located at Jedediah Smith Elementary School, a highly diverse urban school whose students come entirely from two federally subsidized housing complexes as mentioned in this paper.
Abstract: A new Sacramento State University Urban Teacher Education Center (UTEC) is located at Jedediah Smith Elementary School, a highly diverse urban school whose students come entirely from two federally subsidized housing complexes. This paper documents the integration of UTEC into the school and its community, including descriptions of the initial set-up of the center, the incorporation of UTEC into its basic structure, how UTEC has expanded its realm into overall school functioning, and UTEC’s movement toward learning about and becoming involved in the community agencies, community groups, and neighborhood efforts to provide support for children, their families, and their school.

8 citations


"Pedagogies of Inclusion in Teacher ..." refers background in this paper

  • ...During their first semester, they complete a community study, “in which they get to know the community, the neighborhoods, and the public housing complexes in which the children and families live” (Noel, 2006)....

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  • ...According to Noel (2006), the program’s coordinator, the most significant community partnership has been with an after-school mentoring academy that is located in a housing complex near the school, and was founded by two men who grew up there....

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Journal ArticleDOI
TL;DR: In this paper, the authors studied the process of nation-building in Indonesia using a historical approach for the analysis of what is portrayed as a nonlinear, long-term process, with particular attention to the New Order and most recent periods.
Abstract: This article studies the process of nation-building in Indonesia. Using a historical approach for the analysis of what is portrayed as a nonlinear, long-term process, it discusses relevant developments during the pre-colonial, colonial and post-colonial eras, with particular attention to the New Order and most recent periods. The analysis focuses on the complex relations between unity and diversity and highlights the multiplicity of frame-works within which inhabitants of the present Republic of Indonesia have constituted their identities, including national, transnational and subnational ones. Two questions that receive particular attention are the role of religion and the relations between the centre and various parts of the country. The article argues that various factors, including religion and ethnicity, have contributed to nation-building in specific circumstances, but have had contrary effects under other conditions. It also shows that progress and regression in nation-building has partially been the voluntary or involuntary effect of the tactical use governments and other political actors have made of manifold communal differences. It adds that the identity of Indonesian citizens becomes increasingly complex and trans- as well as subnational components increasingly important, but that this does not automatically imply the end of the nation-building process.

6 citations


"Pedagogies of Inclusion in Teacher ..." refers background in this paper

  • ...matters further, nation-building in post-colonial contexts has fostered debates and struggles over equity, justice and national identity, often in the midst of tremendous ethnic, religious, and linguistic diversity, historical complexity, and wealth co-existing with deep poverty (Meuleman, 2006)....

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  • ...…matters further, nation-building in post-colonial contexts has fostered debates and struggles over equity, justice and national identity, often in the midst of tremendous ethnic, religious, and linguistic diversity, historical complexity, and wealth co-existing with deep poverty (Meuleman, 2006)....

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Journal ArticleDOI
TL;DR: In this paper, the challenges of globalization are discussed in the context of education policy and practice in the Greek context, and a global view of the changes in policy and practices is presented.
Abstract: (2006). The Challenges of Globalization. Changes in Education Policy and Practice in the Greek Context. Childhood Education: Vol. 82, International Focus Issue 2006: Changes in Policy and Practice: A Global View, pp. 358-362.

4 citations


"Pedagogies of Inclusion in Teacher ..." refers background in this paper

  • ...Around the world, in countries as different from each other as Hong Kong (Yuen, 2002), Greece (Vidali & Adams, 2006), the U.S. (Suárez-Orozco, 2001), and Spain (Soriano, 2008), schools are struggling, often for the first time, with how to respond to newly arrived students....

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DOI
01 Feb 2008

4 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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