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Critical multicultural education for...

Ferrari, Jan Ricketts.

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Critical multicultural education for social action.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Critical multicultural education for social action./
Author:	Ferrari, Jan Ricketts.
Description:	292 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1980.
Contained By:	Dissertation Abstracts International71-06A.
Subject:	Education, Multilingual. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3404508
ISBN:	9781124015675

Critical multicultural education for social action.
Ferrari, Jan Ricketts.

Critical multicultural education for social action. - 292 p.

Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1980.

Thesis (Ph.D.)--University of Northern Colorado, 2010.

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.

ISBN: 9781124015675Subjects--Topical Terms:

1669153
Education, Multilingual.

Critical multicultural education for social action.
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100 1 $a Ferrari, Jan Ricketts. $3 1680949
245 1 0 $a Critical multicultural education for social action.
300 $a 292 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 1980.
500 $a Adviser: Kathryn Cochran.
502 $a Thesis (Ph.D.)--University of Northern Colorado, 2010.
520 $a 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.
590 $a School code: 0161.
650 4 $a Education, Multilingual. $3 1669153
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Education, Curriculum and Instruction. $3 576301
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710 2 $a University of Northern Colorado. $b Educational Psychology. $3 1676649
773 0 $t Dissertation Abstracts International $g 71-06A.
790 1 0 $a Cochran, Kathryn, $e advisor
790 1 0 $a McDevitt, Teresa $e committee member
790 1 0 $a Peterson, Eric $e committee member
790 1 0 $a Lahman, Maria $e committee member
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792 $a 2010
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