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Multicultural Learning and Teaching

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The Influence of “Super-Diversity” on Pre-service Teachers’ Sensitivity to Cultural Issues

Tasha R. Wyatt
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  • Educational Innovation Institute, Augusta University 1120 15th Street, CJ-1020 Augusta, GA 30912
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Published Online: 2016-02-18 | DOI: https://doi.org/10.1515/mlt-2015-0014

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Abstract

While many teachers in American pre-service programs struggle to develop experience and awareness of multicultural issues (Sleeter, 2001, Preparing teachers for culturally diverse schools: Research and the overwhelming presence of Whiteness. Journal of teacher education, 52(2), 94–106. doi:10.1177/0022487101052002002), there is a modicum of evidence to suggest that today’s college students are ahead of their predecessors in preparing for multicultural teaching. This study analyzes how seven pre-service teachers made sense of their students’ cultural struggles as they authored multicultural literature written for children in Hawai‘i. The results indicate teachers used their own experiences to make sense of students’ cultural struggles and when they could not find commonality, they engaged in ethnographic research. The results have implications for preparing millennial teachers and calls for rethinking the standard curriculum in preparing teachers for multicultural teaching.

Keywords: teacher education; culture; multicultural educational literature

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About the article

Published Online: 2016-02-18

Published in Print: 2017-03-01

Citation Information: Multicultural Learning and Teaching, Volume 12, Issue 1, Pages 87–109, ISSN (Online) 2161-2412, ISSN (Print) 2194-654X, DOI: https://doi.org/10.1515/mlt-2015-0014.

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