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Direct linkCho, Hyunhee; Gay, Geneva – Multicultural Education Review, 2021
This study examined the social justice teaching beliefs and practices of three novice teachers from the perspectives of complexity theory. A qualitative multi-case study methodology was used to collect data that included interviews, classroom observations, and simulated recalls. The findings describe the lived experiences of the participants…
Descriptors: Social Justice, Faculty Development, Preservice Teachers, Beginning Teachers
Peer reviewedGay, Geneva – Education and Urban Society, 1988
Discusses the problems of designing a multicultural curriculum that meets the needs of students from a wide variety of social and ethnic backgrounds without compromising their cultural identity or personal integrity. (FMW)
Descriptors: Course Content, Cultural Background, Cultural Differences, Curriculum
