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ERIC Number: EJ1428846
Record Type: Journal
Publication Date: 2024
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0260-7476
EISSN: EISSN-1360-0540
Breaking the Cycle of Couscous Pedagogy: Are Future Teachers Empowered to Teach in Multicultural Societies?
Vini Lander; Laura Nicholson; Cristina Goenechea
Journal of Education for Teaching: International Research and Pedagogy, v50 n3 p435-449 2024
Despite the increasing racial diversity within British and Spanish societies, teacher education and school curricula continue to be Eurocentric and taught by predominantly White teachers. This quantitative research sought to explore the perceptions of student teachers in relation to their attitudes and preparedness to teach in ethnically diverse school contexts. Data were gathered at two universities, one in Southern Spain and the other in Northwest England. The article employs critical race theory and critical whiteness studies as frames to understand outcomes of an online questionnaire. The majority White student teacher sample across both countries register an acceptance of racial diversity and report the need for better preservice teacher education in this respect. Despite preservice teachers' positive responses to racial diversity, teacher education in both countries fails to equip them for increasingly diverse classrooms. This failure serves to replicate the enactment of whiteness and, does not develop student teachers' stated commitment to racial diversity.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain; United Kingdom (England)
Grant or Contract Numbers: N/A