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dc.contributor.authorKlassen, Charlene Ruth.
dc.creatorKlassen, Charlene Ruth.en_US
dc.date.accessioned2011-10-31T18:00:58Z
dc.date.available2011-10-31T18:00:58Z
dc.date.issued1993en_US
dc.identifier.urihttp://hdl.handle.net/10150/186174
dc.description.abstractThis inquiry into teacher education explores the potential for using multicultural children's literature to broaden preservice teachers' orientation toward the value of multiculturalism. The setting for this collaborative exploration was a College of Education course on Children's Literature during the 1992 spring semester. Literacy experiences with multicultural literature were created to provide preservice teachers with an opportunity to critically reflect on their awareness and understanding of multiculturalism. Weekly small group literature discussions, roving dialogue journals among three students and the university teacher, and end-of-semester interviews with each student were the primary sources of data collected during the semester. Findings from the analysis of data indicate the need for multicultural children's literature that accurately and authentically presents unique, diverse, and universal characteristics of a specific culture. Of equal importance to the selection of multicultural literature is the multicultural experience with these books which creates a critical consciousness among children and teachers. Evidence of the generative nature of dialogic experiences was seen where a multiplicity of voices pushed preservice teachers' awareness, acceptance, and appreciation of multiculturalism. As students reflected on their perspectives on culture that extended far beyond ethnic or racial perspectives, understanding of their own and other cultures was broadened. The results of this inquiry indicate the need for teacher education that is multicultural. A teacher's critical consciousness of the value of multiculturalism can transform her/his work with children in classrooms. Teacher themselves need opportunities to expand their orientation toward learning and living in a pluralistic society in order to foster critical students/citizens who actively participate in the nation's democracy.
dc.language.isoenen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectMulticultural education.en_US
dc.subjectTeachers -- Training of.en_US
dc.subjectLanguage and culture.en_US
dc.titleTeacher education that is multicultural: Expanding preservice teachers' orientation toward learning through children's literatureen_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.contributor.chairShort, Kathyen_US
dc.identifier.oclc703158605en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.contributor.committeememberGoodman, Yettaen_US
dc.contributor.committeememberMcCarty, Teresaen_US
dc.contributor.committeememberRuiz, Richarden_US
dc.identifier.proquest9322673en_US
thesis.degree.disciplineLanguage, Reading & Cultureen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.namePh.D.en_US
refterms.dateFOA2018-08-23T10:25:35Z
html.description.abstractThis inquiry into teacher education explores the potential for using multicultural children's literature to broaden preservice teachers' orientation toward the value of multiculturalism. The setting for this collaborative exploration was a College of Education course on Children's Literature during the 1992 spring semester. Literacy experiences with multicultural literature were created to provide preservice teachers with an opportunity to critically reflect on their awareness and understanding of multiculturalism. Weekly small group literature discussions, roving dialogue journals among three students and the university teacher, and end-of-semester interviews with each student were the primary sources of data collected during the semester. Findings from the analysis of data indicate the need for multicultural children's literature that accurately and authentically presents unique, diverse, and universal characteristics of a specific culture. Of equal importance to the selection of multicultural literature is the multicultural experience with these books which creates a critical consciousness among children and teachers. Evidence of the generative nature of dialogic experiences was seen where a multiplicity of voices pushed preservice teachers' awareness, acceptance, and appreciation of multiculturalism. As students reflected on their perspectives on culture that extended far beyond ethnic or racial perspectives, understanding of their own and other cultures was broadened. The results of this inquiry indicate the need for teacher education that is multicultural. A teacher's critical consciousness of the value of multiculturalism can transform her/his work with children in classrooms. Teacher themselves need opportunities to expand their orientation toward learning and living in a pluralistic society in order to foster critical students/citizens who actively participate in the nation's democracy.


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