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Critical multicultural education for social action

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Title Information
Critical multicultural education for social action

Name:Personal
Ferrari, Jan Ricketts Role :Text(marcrelator)
creator

Name:Personal
Cochran, Kathryn Role :Text(marcrelator)
thesis advisor

Name:Personal
Lahman, Maria Role :Text
committee member

Name:Personal
Peterson, Eric Role :Text
committee member

Name:Personal
McDevitt, Teresa Role :Text
committee member

Name:Corporate
Educational Psychology Role :Text(marcrelator)
sponsor

Name:Corporate
University of Northern Colorado Role :Text(marcrelator)
degree grantor

typeOfResource
text genre(marcgt)
Thesis
Origin Information Place

University of Northern Colorado (keyDate="yes")
2010-05 Place :Text
Greeley (Colo.)
2010-05

Language :Text
English

Physical Description
292 pages
born digital

abstract
Given the opportunity of increased diversity in the U.S. educational systems in 2010, the time was ripe for providing an advanced pedagogy of multicultural education in which teachers could expand their knowledge of critical theory perspectives and examine their own life histories and teaching practices. This dissertation describes the creation, implementation, and outcomes of a critical multicultural education (CME) class in which teachers directly addressed both personal and systemic issues of privilege, oppression, and injustice. I studied the effects of the CME constructivist pedagogy with six participants through a hybrid teaching structure including both face-to-face and online class time. The outcomes of the CME course indicated that the cycles of action research model--including investigation, self-reflection, dialogue, and planning action--were appropriate in moving participants to new levels of understanding implicit to advanced multicultural education ideals. While it was difficult for participants to recognize their own biases, they were able to accomplish this and also to reflect about how such biases were impacting equity in their classrooms and in educational settings. The learning of the participants--revealed through transcriptions of video and audio recordings, interviews, and writing activities--emerged as stories that fell naturally into a narrative analysis of critical events and critical incidents. Participants expressed appreciation for the more advanced pedagogy of critical multicultural education, indicating a need for more coursework of this nature. note
Subject
Multilingual education
Education
Teacher Training
Curriculum and Instruction
action research
anti-bias training
constructionism
constructivist teaching
critical theory
narrative analysis

Related Item :series

Related Item :thesis(displayLabel="Degree Type")
Ph.D.

Related Item :thesis(displayLabel="Degree Name")
doctoral

identifier:Local
Ferrari_unco_0161N_10032.pdf
Location (usage="primary display")
http://hdl.handle.net/10176/cogru:321

accessCondition:useAndReproduction
Copyright is held by the author.
Record Information languageOfCataloging :Text(ISO639-2B)
English :Code(ISO639-2B)
eng

note:admin
 note:bibliography
 note:thesis(displayLabel="Degree Type")
PhD note:thesis(displayLabel="Degree Name")
doctoral
Subject

Subject

Subject Name:Personal

Subject Name:Corporate

Subject

accessCondition:restrictionOnAccess
Title Information:Alternative