Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

Examining the Role of Critical Inquiry for Transformative Practices: Two Joint Case Studies of Multicultural Teacher Education


by Louise Jennings & Cynthia Potter Smith — 2002

Multicultural teacher education is often conceptualized as a series of courses or in-service programs. However, research suggests that courses may influence teachers’ attitudes but not their practices. By joining two related case studies, we examine how an emphasis on critical inquiry in a multicultural education course influenced one teacher’s understandings and practices well beyond the class itself. The first case describes the pedagogy of critical inquiry used in the course and the shift in 14 European American students’ understandings away from traditional “tourist” approaches toward more comprehensive views of multicultural education. These understandings fell short of transformative multicultural approaches that emphasize education for a more democratic, just society. The second case explores one student’s evolution in developing transformative multicultural beliefs and practices during the 2 years following the course. We examine how particular processes of critical inquiry supported the teacher’s evolving beliefs and practices through dialogue, reflection, and action. We summarize the tools and structures that supported this teacher in creating transformative multicultural practices across classrooms in her school district. These joint case studies suggest that multicultural teacher education needs to include but extend beyond particular courses to more expanded venues that provide opportunities for collaboration and critical reflection in action over time.


To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase Examining the Role of Critical Inquiry for Transformative Practices: Two Joint Case Studies of Multicultural Teacher Education
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record Volume 104 Number 3, 2002, p. 456-481
http://www.tcrecord.org ID Number: 10845, Date Accessed: 10/21/2017 10:09:53 AM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Louise Jennings
    University of South Carolina
    E-mail Author
    LOUISE B. JENNINGS is an assistant professor at the College of Education, University of South Carolina. As a classroom and school ethnographer, she examines the intersections between inquiry, literacy, diversity, and critical democracy that are created through the discourse of learners and teachers. Her recent publications focus on the transformative potential of spoken and written dialogue in classrooms and inquiry as a basis for professional development and continuous school renewal.
  • Cynthia Potter Smith
    Rock Hill District Three Schools
    CYNTHIA POTTER SMITH is a social studies resource teacher for Rock Hill (South Carolina) District Three schools. As a doctoral candidate at the University of South Carolina, she is investigating how inquiry-based instruction and culturally relevant pedagogies can work together in elementary classrooms. Her work was recently published in Social Studies and the Young Learner.
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS