Abstract/Details

Decolonizing multicultural teacher education


2008 2008

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Abstract (summary)

The purpose of this dissertation is to define and implement a theoretical construct of decolonizing theory as it pertains to the current issues of multicultural teacher education. A direct application of decolonizing methodologies and design will occur by focusing on the critical personal narratives of four preservice teachers and instructor involved in an introductory course on multicultural education. The rhetoric of multicultural teacher education and the challenging realities facing the field today will be addressed through qualitative research with a emphasis on critical ethnography and decolonization. The significance of this study is embedded in the voices of the students and instructor affected by the neocolonial conditions of U.S. schools, policies and practices. The goals of this research are to further the discourses on the sociopolitical constructs of decolonizing multicultural teacher education and to critically examine multicultural course construction and the potentially transformative praxis for future teachers.

Indexing (details)


Subject
Language arts;
Bilingual education;
Teacher education;
Multiculturalism & pluralism
Classification
0279: Language arts
0282: Bilingual education
0530: Teacher education
Identifier / keyword
Education; Critical pedagogy; Critical performative pedagogy; Decolonizing theory; Multicultural education; Postcolonial theory; Teacher education
Title
Decolonizing multicultural teacher education
Author
French, Kristen B.
Number of pages
325
Publication year
2008
Degree date
2008
School code
0118
Source
DAI-A 69/09, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780549789239
Advisor
Nieto, Sonia
Committee member
Rudman, Masha K.; Welburn, Ron
University/institution
University of Massachusetts Amherst
Department
Education
University location
United States -- Massachusetts
Degree
Ed.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3325247
ProQuest document ID
304566813
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304566813
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