critical dialogue, multiple perspectives, null curriculum
Article in Response to Controversy
Teaching for Social Justice in a Highly Politicized Historical Moment
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.
Endo, Rachel and Sheffer, Deb
"Troubling the Null Curriculum through a Multiple-Perspectives Pedagogy: A Critical Dialogue Between Two Equity-Minded Teacher Educators,"
Journal of Educational Controversy: Vol. 15:
1, Article 6.
Available at: https://cedar.wwu.edu/jec/vol15/iss1/6
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