MOFET ITEC - Multiculturalism & Diversity

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Last update in this section: December 11, 2017
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Multiculturalism & Diversity
The Emotional Work of Discomfort and Vulnerability in Multicultural Teacher Education
This study examines what types of emotional work are entailed in approaching multicultural education from a pedagogy and an ethnic of discomfort. The findings reveal a typology of the kinds of emotional work that the authors engage in as teacher educators practicing a pedagogy and ethic of discomfort in multicultural teacher education. The first type of emotional work is managing personal emotional reactions. The second type of emotional work is facing your past in your present practice. The third type of emotional work is remaining vulnerable and emotionally available for students.
Publication Year: 2015    |    Updated in ITEC: December 11, 2017
Preservice Teachers’ Learning with Yuin Country: Becoming Respectful Teachers in Aboriginal Education
This article investigates how preservice teachers developed a relationships with country. The author has described preservice teachers who participated in an elective subject Engaging Koori Kids and their Families. The goal of this elective subject was to motivate preservice teachers to experience a journey of Aboriginal ways of knowing, learning and behaving. The findings reveal that the elective subject demonstrated how teachers could implement and contribute to a holistic localised Aboriginal perspective originating from Country. The goal of this study is that preservice teachers take their story learnt from Country and implement it into the classroom. Each preservice teacher then has the experience to work with a range of Aboriginal community members.
Publication Year: 2016    |    Updated in ITEC: December 11, 2017
Preparing Culturally Responsive Teachers: Effective Practices in Teacher Education
This article aims to describe pedagogical practices used by teacher educators who prepare teachers to be culturally responsive. The authors, who are teacher educators themselves, recognize the challenges associated with teaching about issues of diversity and facilitating preservice teachers’ (PSTs) acquisition of culturally relevant pedagogy. The authors integrate between culturally relevant pedagogy and a framework for diversity awareness and identity development. They are interested in supporting teacher educators who yearn to prepare culturally responsive PSTs. They focus on three practices for preparing teachers who are culturally responsive: establishing a positive classroom learning environment, implementing purposeful learning activities and providing appropriate field experiences with a focus on diversity.
Publication Year: 2016    |    Updated in ITEC: November 9, 2017
Sexualities of Initial Teacher Education Applicants in the Republic of Ireland: Addressing the Hidden Dimension of Diversity in Teaching
The present paper examines initial teacher education (ITE) students’ sexual orientations and the intersections of students’ sexualities, socio-demographic backgrounds and career motivations. The findings reveal that although LGBT people experience considerable covert and overt social, institutional and religious barriers when applying for and entering ITE programmes in Ireland, they are highly motivated and committed to a teaching career. Their strong desire to change the of young people, together with their personal experiences of schooling uniquely position them to challenge and disrupt heteronormativity and sexual discrimination in schools and in ITE.
Publication Year: 2017    |    Updated in ITEC: October 19, 2017
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