Colliding discourses and destabilization among preservice teachers in a multicultural education classroom. Leslie Flemmer

ISBN: 9780549907756

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246 pages


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Colliding discourses and destabilization among preservice teachers in a multicultural education classroom.  by  Leslie Flemmer

Colliding discourses and destabilization among preservice teachers in a multicultural education classroom. by Leslie Flemmer
| NOOKstudy eTextbook | PDF, EPUB, FB2, DjVu, talking book, mp3, ZIP | 246 pages | ISBN: 9780549907756 | 5.74 Mb

This qualitative study explored secondary preservice teacher discourses (i.e., social networks) around diversity when introduced in a semester-long multicultural education course. This study considered the complexity of what preservice teachers andMoreThis qualitative study explored secondary preservice teacher discourses (i.e., social networks) around diversity when introduced in a semester-long multicultural education course. This study considered the complexity of what preservice teachers and the professor bring to the classroom (e.g., multiple discourses from multiple networks) and what happens with those discourses when the goal is learning to meet the needs of students with discourses perhaps not familiar to the typical preservice teacher.

Utilizing the lens of discourse theory, I analyzed what happened when preservice teachers discourses collided in the classroom space with other counterdiscourses. I found that the preservice teachers in this study experienced what I call destabilization.

By defining the process of destabilization, multicultural teacher educators and preservice teachers may be able to understand their learning processes in more complex ways. I contend that destabilization is a powerful tool for learning. For example, rather than categorizing preservice teachers as resistant to diversity education, a professor may help preservice teachers identify how discourses interact with other discourses in the classroom and construct relevant pedagogical possibilities.-The significance of identifying the process of destabilization with preservice teacher learning in relation to diversity is that teacher educators have a model that may help them understand preservice teachers in more complex ways and why they respond as they do to multicultural education content.

An instructor may consider the discourses circulating in and out of the classroom and how to most effectively facilitate the destabilization through particular conditions (e.g., classroom discussion, one-on-one interviews, and out-of-class discussion with other members of a discourse).



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