Becoming Multicultural
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A01=Terry Ford
american
American Education Research Association
American Psychological Association Manual
Author_Terry Ford
Category=JN
classroom discourse analysis
Closed Doors Session
College Professors
critical pedagogy
Cultural Diversity Knowledge
Dialogue Journaling
Document Field Notes
Dominant Mainstream Culture
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eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Ethnic Role Models
European American Dominant Culture
European American Mainstream
Generalized Group Level
Graduate School Experience
identity formation
Indian People
intercultural communication
Israeli Folk Dances
Learning Styles Inventories
opening
Opening Doors Participants
Opening Doors Program
personal identity construction in education
Pursue Graduate Study
qualitative case study
Recursive Cycle
Reflective Appraisal
Residence Housing
Social Studies Curricula
Spanish Language
teacher-student interaction
Vice Versa
Product details
- ISBN 9781138881167
- Weight: 294g
- Dimensions: 138 x 216mm
- Publication Date: 07 May 2015
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Paperback
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This book argues that becoming multicultural is a process of recursive cycles that must involve confrontational dialogue for change. Multicultural education texts often describe multiculturalism as a process where a person develops competencies of perceiving, evaluating, believing, and doing in multiple ways. However, the dynamic, fluid and changing qualities central to the process of interpersonal interaction often results in mastery of a product, focusing on lists of static features of generalized groups rather than on the individuals who make up those groups. Rather than listing and describing objectified features of cultural groups from a theoretical view, this book details the interactions of 21 ethnically diverse individuals through one classroom experience. First, the personal histories and meanings constructed from lived experience are detailed and analyzed to reveal the ways in which personal identity constructions influence learning events in a singular classroom context. Second, from this analysis, the author develops a conceptual model for the process of becoming multicultural. Then the author applies the model to herself and describes specific ways in which interaction with these individuals has influenced her present teaching strategies for expecting and facilitating confrontational dialogue toward developing education that is multicultural. Specifically the book addresses the questions: 1) What does it mean to become multicultural? 2) What does it mean to be culturally sensitive? 3) How can the process of multiculturalism be facilitated in a classroom setting? 4) What is the teacher's role in the multicultural classroom? 5) What are some expected/predictable outcomes of a multicultural classroom? Includes bibliography and index.
