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Keywords

critical dialogue, multiple perspectives, null curriculum

Document Type

Article in Response to Controversy

Theme

Teaching for Social Justice in a Highly Politicized Historical Moment

Abstract

In this article, the authors explore the ways by which they, as equity-minded teacher educators, have introduced predominantly White pre-service teachers to the notion of a multiple-perspectives pedagogy as a vehicle to promote critical thinking and multicultural integration. The conceptual framework charts a new course for theorizing the various ideological challenges that arise when attempting to model a multiple-perspectives pedagogy to critique various aspects of the null curriculum in PK-12 and teacher education as it relates to integrating multicultural perspectives. Through critical reflection and dialogic interviews, the authors discuss how they have negotiated the various challenges and possibilities of implementing a multiple-perspectives pedagogical approach in teacher-education courses to critique the null curriculum. Implications are offered for practice and theory.

Rights

Copying of this document in whole or in part is allowable only for scholarly purposes. It is understood, however, that any copying or publication of this document for commercial purposes, or for financial gain, shall not be allowed without the author’s written permission.

Rights Statement

http://rightsstatements.org/vocab/NKC/1.0/

Language

English

Format

application/pdf

Type

Text

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