In the Spirit of Self-assessment: Critical Engagement and Moral Agency in Pre-service Teacher Education
Article in Response to Controversy
As multicultural education has evolved over the last five decades, it has markedly shaped the lexicon of the discourse about culture and education. Notable periods of sea change include the conceptualizing of “multiculturalism” as primarily multicultural education; and the moving away from multicultural education as solely ethnic studies (e.g. Hispanic, Black/African American, etc.) to “multicultural” meaning a diversity of cultural groups. In this manner of use, “diversity” is defined as race or ethnicity, class, gender, and sexual orientation. Presently, the educational field generally conceives of multicultural education as pedagogical, curricular and policy “transformation” (Banks and Banks, 2003, p. 25) through reforms (Ladson-Billings and Tate, IV, 1995) that promote broad inclusion of these diverse groups.
"In the Spirit of Self-assessment: Critical Engagement and Moral Agency in Pre-service Teacher Education,"
Journal of Educational Controversy: Vol. 2:
2, Article 10.
Available at: https://cedar.wwu.edu/jec/vol2/iss2/10
Subjects - Topical (LCSH)
Teachers--Training of--United States; Multicultural education--United States