Addressing Issues of Social Justice through Reflective Writing
Author(s)
JaDora Sailes
ABSTRACT
Since the1960’s there have been calls for reforms in teacher education programs to reflect the growing diversity represented in our nation’s schools. One response is multicultural education courses aimed at addressing attitudes and beliefs about diversity. Such courses have received mixed reviews. Some research has reported that pre-service teacher’s attitudes and beliefs were changed in a positive direction towards diversity, while others suggest that pre-service teachers leave these courses unchanged. The primary goal of this study was to determine if a stand-alone multicultural education course challenged or altered pre-service teachers’ attitudes and beliefs towards cultural diversity. An analysis of reflective writings by the participants throughout the semester served as evidence of change.
Cite this paper
Sailes, J. (2013). Addressing Issues of Social Justice through Reflective Writing. Creative Education, 4, 39-44. doi: 10.4236/ce.2013.41006.
Sailes, J. (2013). Addressing Issues of Social Justice through Reflective Writing. Creative Education, 4, 39-44. doi: 10.4236/ce.2013.41006.
References
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[1] Artiles, A. J., & McClafferty, K. (1998). Learning to teach culturally diverse learners: Charting change in preservice teachers’ thinking about effective teaching. Elementary School Journal, 98, 189-220. doi:10.1086/461891 [2] Ballantyne, J., & Mills, C. (2008). Promoting socially just and inclusive music teacher education: Exploring perceptions of early-career teachers. Research Studies in Music Education, 30, 77-91. doi:10.1177/1321103X08089891 [3] Banks, J. (2006). Multicultural education: Issues and perspectives (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc. [4] Banks, J. (2001). Cultural diversity and education: Foundations, curriculum, and teaching (4th ed.). Boston, MA: Allyn & Bacon. [5] Bell, C. A., Horn, B. R., & Roxas, K. C. (2007). We know it’s service, but what are learning preservice teachers’ understandings of diversity. Equity and Excellence in Education, 40, 123-133. doi:10.1080/10665680701218467 [6] Bennett, M. J. (1993). Towards ethnocentricism: A developmental model of intercultural sensitivity. In R. M. Paige (Ed.), Education for the intercultural Experience (2nd ed.). Yarmouth, ME: Intercultural Press. [7] Buehler, J., Gere, A. R., Dallavis, C., & Haviland V. S. (2009). Normalizing the fraughtness. How emotion, race, and school context complicate cultural competence. Journal of Teacher Education, 60, 408-418. doi:10.1177/0022487109339905 [8] Campbell, T., & Lott, K. (2010). Triad dynamics: Investigating social forces, roles, and storylines. Teacher Education, 21, 349-366. doi:10.1080/10476210903518396 [9] Castor, A. (2010). Themes in the research on preservice teachers’ views of cultural diversity: Implications for researching millennial preservice teachers. Educational Researcher, 39, 198-210. doi:10.3102/0013189X10363819 [10] Causey, V. E., Thomas, C. D., & Armento, B. J. (2000). Cultural diversity is basically a foreign term to me: The challenges of diversity for preservice teacher education. Teaching and Teacher Education, 16, 33-45. doi:10.1016/S0742-051X(99)00039-6 [11] Chisholm, I. M. (1994). Preparing teachers for multicultural classrooms. Journal of Educational Issues of Language Minority Students, 14, 43-68. [12] Conchas, G. (2006). Color of success: Race and achievement in urban schools. New York: Houghton Mifflin Co. [13] Conway, B., Browning, L., & Purdum-Cassidy, B. (2007). Teacher candidates’ perceptions of urban schools. Results of a 4-year study. Action in Teacher Education, 28, 20-321. doi:10.1080/01626620.2007.10463436 [14] Cross, T. L., Bazron, B. J., Dennis, K. W., & Issacs, M. R., (1989). Toward a culturally competent System of care. Washington DC: Georgetown University Development Center. [15] Davis, R., Ramahlo, T. Beyerback, B., & London, A. (2008). A culturally relevant teaching course: Reflecting preservice teachers’ thinking. Teaching Education, 19, 223-234. doi:10.1080/10476210802250265 [16] Dee, J., & Henkin, A. (2002). Assessing dispositions toward cultural diversity among preservice teachers. Urban Education, 37, 22-40. doi:10.1177/0042085902371003 [17] Delany-Barmann, G., & Minner, S. (1997). Development and implementation of a program of study to prepare teachers for diversity. Equity and Excellence in Education, 30, 78-85. doi:10.1080/1066568970300209 [18] Delpit, L. (1995). Other people’s children. New York: Houghton Mifflin Co. [19] Fry, P., & McKinney, L. (1997). A qualitative study of preservice teachers’ early field experiences in an urban, culturally different school. Urban Education, 32, 184-198. doi:10.1177/0042085997032002002 [20] Garmon, M. A. (2004). Changing preservice teachers’ attitudes/beliefs about diversity: What are the critical factors? Journal of Teacher Education, 55, 201-213. doi:10.1177/0022487104263080 [21] Gay, G. (2010). Acting on teacher education for cultural diversity. Journal of Teacher Education, 61, 143-152. [22] Glaser, B., & Strauss, A. (1967). The discovery of grounded theory. Chicago, IL: Aldine. [23] Gosselin, C. (2009). Emerging awareness: Preservice teachers reflections. Denver, CO: National Association for Multicultural Education. [24] Grant, C., & Sleeter, C. (2007). Doing multicultural education for achievement and equity. New York: Routledge. [25] Groulx, J. (2001). Changing preservice teacher perceptions of minority schools. Urban Education, 36, 60-92. doi:10.1177/0042085901361005 [26] Guba, E., & Lincoln, Y. (1994). Competing paradigms in qualitative research. In N. Denzin, & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 105-117). Thousand Oaks, CA: Sage. [27] Hammer, M. R., & Bennett, M. J.(2001). Intercultural development inventory. Portland, OR: Intercultural Communication Institute. [28] Howard, A. (2008). Learning privilege. New York, NY: Routlege. [29] Klotz, M. B. (2006). Culturally competent schools: Guidelines for secondary school principals. National Association of School Psychologist Journal, 6, 11-14. [30] Knopp, T. Y., & Smith, R. L. (2005). A brief historical context for dispositions in teacher education. In R. L. Smith, D. Skarbek, & J. Hurst (Eds.), The passion of teaching: Dispositions in the schools (pp. 1-13). Lanham, MD: Scarecrow Education. [31] Kose, B. (2007). One principal’s influence on sustained, systemic, and differentiated professional development for social justice. Middle School Journal, 39, 34-42. [32] Ladson-Billings, G. (2006). Yes, but how do we do it? In J. Landsman, & C. Lewis (Eds.) White teachers/diverse classrooms: A guide to building inclusive schools, promoting high expectations, and eliminating racism. Sterling, VA: Stylus. [33] Ladson-Billings, G. (2001). Crossing over to Canaan: The journey of new teachers in diverse classrooms. San Francisco, CA: Jossey-Bass. [34] Ladson-Billings, G. (1992). Culturally relevant teaching: The key to making multicultural education work. In C.A. Grant (Ed.), Research and multicultural education: From margins to the mainstream (pp. 107-121). Washington DC: Falmer Press. [35] Marshall, C., & Rossman, G. (2006). Designing qualitative research, (4th ed.). Thousand Oaks, CA: Sage Publications [36] Mills, C. & Ballantyne, J. (2010). Preservice teachers’ dispositions towards diversity: Arguing for a developmental hierarchy of change. Teaching and Teacher Education, 26, 447-454. doi:10.1016/j.tate.2009.05.012 [37] Milner, R. (2011). Start where you are, but don’t stay there. Cambride, MA: Harvard Education Press. [38] Nieto, S. (2005). Afirming diversity. Boston, MA: Pearson Education. [39] Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307-332. doi:10.2307/1170741 [40] Pohan, C. A. (1996). Preservice teachers’ beliefs about diversity: Uncovering factors leading to multicultural responsiveness. Equity and Excellence in Education, 29, 261-275. doi:10.1080/1066568960290310 [41] Reiff, J. C., & Cannella, G. (1992). Multicultural beliefs and conceptual level of early childhood preservice teachers. The Annual Meeting of the Association of Teacher Educators, Orlando, FL: The Association Of Teacher Educators. [42] Schussler, D., Stooksbury, L. M., & Bercaw, L. A. (2010). Understanding teacher candidate dispositions: Reflecting to build self- awareness. Journal of Teacher Education, 61, 350-363. doi:10.1177/0022487110371377 [43] Sleeter, C. E. (1992). Keepers of the American dream: A study of staff development and Multicultural education. London and Washington DC: Falmer Press. [44] Smith, B. (1969). Teachers for the real world. Washington DC: American Association of Colleges for Teacher Education. [45] Smylie, M. A. (1995). Teacher learning in the work place: Implications for school reform. In T. R. Guskey, & M. Huberman (Eds.), Professional development in education: New paradigms and practices (pp. 92-113). New York: Teachers College Press. [46] Terrill, M. & Mark, D. (2000). Preservice teachers’ expectations for schools with children of color and second-language learners. Journal of Teacher Education, 51, 149-155. doi:10.1177/002248710005100209 [47] The Center for Public Education (2010). The United States of education: The changing demographics of the United States and their schools. URL (last checked 17 March 2012). http://www.centerforpubliceducation.org/Main-Menu/Staffingstudents/Chaing-Demographics-At-a-glance-/The-United-States-of-education-The-changing-demographics-of-the-United-States-and-their-schools.html [48] Tran, M. T., Young, R. L., & Di Lella, J. D. (1994). Multicultural education courses and the student Teacher: Eliminating stereotypical attitudes inour ethnically diverse classroom. Journal of Teacher Education, 45, 183-189. doi:10.1177/0022487194045003004 [49] Villegas, A. M. (2007). Dispositions in teacher education: A look at social justice. Journal of Teacher Education, 58, 370-380. doi:10.1177/0022487107308419 [50] Zeichner, K. (1993). Educating teachers for cultural diversity: NCRTL Special Report. East Lansing, MI: Michigan State University, National Center for Research on TeacherLearning.