Transforming Teacher Cultural Landscapes by Reflecting on Multicultural Literature
Abstract
No Abstract
Reference
Szecsi, T., Spillman, C., Vázquez-Montilla, E., & Mayberry, S. C. (2010). Transforming Teacher Cultural Landscapes by Reflecting on Multicultural Literature. Multicultural Education, 17(4), 44-48.
Journal
Multicultural Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
- early childhood to 12th grade special education
- K-12
Programatic Focus
- early childhood education
- Elementary
- Secondary
- Special Education
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
45
Duration of Data Collection
Data Sources
- artifacts
- pre-/post-assessment
- Writing Artifacts
- written artifacts and responses from various class activities (both independent and small group
- written responses
- written responses to children's literature
Data Analysis Tools
- analytic induction
- Qualitative Analysis
Researcher Positionality
- Inside (studying their own practices)
Research Questions
hypothesis:
In this article, we make a case that
the use of literature that reflects other
cultural beliefs and habits, as well as their
everyday functions, may generate transformation
in teacher candidates’ attitudes
and approaches toward teaching and working
with an increasing culturally diverse
student population (Leftwich, 2002). Upon
reading multicultural literature, teacher
candidates may come to understand not
only their sociocultural identities but
in addition they will recognize the tight
connections among school, society, and
culture and their teaching practices may
be impacted.
Is this research question explicit from the manuscript? Yes