The above quote has particular significance for our students in Hawai'i because of the blending of the many different ethnicities, cultures, languages, social classes, and religions. Given this diversity, teaching multicultural education in Hawai'i provides a unique opportunity to draw upon the rich multiplicity of cultures, ethnicities, religions, and languages. However, along with that opportunity there are unique challenges. Some students question why they have to take a multicultural education course in Hawai'i because they believe that people in Hawai'i are “color blind” (Okamura, 1998). They assume that racism happens somewhere else, not here. Despite the seemingly harmonious nature of our diverse society, underneath it all there are particular groups who have historically been, and continue to be, marginalized. We found that one of our challenges teaching multicultural education was to find ways to move beyond our notions of “color blindness” and to open up a critical dialogue about race, prejudice, identity, and other socially divisive issues in an effort to prepare our pre-service teachers to be effective multicultural educators. Related to this challenge was the need to examine our assumptions and find ways not to gloss over the sensitive issues, but rather to take risks and critically inquire into our assumptions, biases, and prejudices.
In this chapter we present a pedagogical approach that describes the instructional practices that we incorporated in a required multicultural education course for education majors. Anne had taught this course three previous semesters and Amber, a graduate student and high school teacher, collaborated in the teaching and systematic study of the impact of the course on the students' views of multicultural education. We examine how the learning community created conditions that encouraged students and faculty to wrestle with, and unpack, tensions related to openly discussing issues such as racism, discrimination, and stereotyping, and to arrive at new understandings. We discuss the theories that provide the framework for our pedagogical approach, and describe the learning community as a site for incorporating multicultural activities and practices in the classroom. In addition, we explore the ways in which the learning community allowed students to reframe and expand their thinking about multiculturalism.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Asher, N., (2007). Made in the (Multicultural) USA: Unpacking tensions of race, culture, gender and sexuality. Educational Researcher, 36, 65–73.
Banks, J. A. (2002). An introduction to multicultural education. Boston, MA: Allyn and Bacon.
Beck, C., Freese, A. R., & Kosnik, C. (2004). In J. Loughran, M.L. Hamilton, V.K. LaBoskey, T. Russell (Eds.). International Handbook of Teaching and Teacher Education Practices (Vol. 2.pp. 1259–1293). Dordrecht, The Netherlands: Kluwer.
Clandinin, D. J. & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. New York: Jossey-Bass.
Cochran-Smith, M. & Zeichner, K. (2005). Studying teacher education; The report of the AERA panel on research and teacher education. Washington: American Education Research Association.
Dewey, J. (1916). Democracy and education. New York: Macmillan.
Feldman, A. (2002). Bec(o/a)ming a teacher educator. In C. Kosnik, A. R. Freese, & A. P. Samaras (Eds.), Making a difference in teacher education through self-study. Proceedings of the Fourth
International Conference of the Self-Study of Teacher Education Practices, Herstmonceux, East Sussex, England. (Vol. 1, pp. 66–70), Toronto, Ontario, OISE, University of Toronto.
Fosnot, C. (1989). Enquiring teachers, enquiring learners: A constructivist approach for teaching.New York: Teachers College Press.
Fosnot, C. (Ed.) (1996). Constructivism: Theory, perspectives, and practice. New York: Teachers College Press.
Gay, G. (2003). Becoming multicultural educators: Personal journey toward professional agency.San Francisco, CA: Jossey-Bass.
Glaser, B.G. & Strauss, A.L. (1967). The discovery of grounded theory. Dallas, TX: Houghton Mifflin.
Jackson, T. (2001). The art and craft of “Gently Socratic” inquiry. In A. Costa (Ed.), Developing minds: A resource book for teaching thinking (3rd Ed.). Alexandria, VA : Association for Supervision and Curriculum Development.
Lipman, M. (1993). Philosophy for children. In M. Lipman (Ed.), Thinking children and education. (pp. 373–384). Dubuque, IA: Kendall/Hunt Publishing Company.
Noddings, N. (2003). Happiness and education. Cambridge: Cambridge University Press.
Okamura, J. (1998). The illusion of paradise: Privileging multiculturalism in Hawai'i. In Gladney,D. (Ed.), Making majorities: Composing the nation in Japan, China, Korea, Fiji, Malaysia,Turkey and the United States. (pp. 264–284). Palo Alto, CA: Stanford University Press.
Peirce, C.S. (1955). The fixation of belief. In J. Buchler (Ed.), Philosophical writings of Peirce.(pp. 5–22). New York: Dover.
Richardson, V. (1997). Constructivist teaching and teacher education: Theory and practice. In V. Richardson, Constructivist teacher education: building a world of new understandings.(pp. 3–14). London: Falmer.
Rogoff, B. (1990). Apprenticeship in thinking; Cognitive development in social context. New York: Oxford University Press.
Rogoff, B. (2003). The cultural nature of human development. New York: Oxford University Press.
Samaras, A. P. Freese, A. R. (2006). Self-study of teaching practices primer. New York: Peter Lang.
Samaras, A. P. & Gismondi, S. (1998). Scaffolds in the field: Vygotskian interpretation in a teacher education program. Teaching and Teacher Education, 14, 715–733.
Vygotsky, L. S. (1981). The genesis of higher mental functions. In The concept of activity in Soviet psychology. J. V. Wertsch (Ed.), (pp. 144–188). Armonk, NY: Sharpe.
Zeichner, K. & Noffke, S. (2001). Practitioner research. In V. Richardson (Ed.), Handbook of research on teaching. (4th Ed.), (pp. 298–330). Washington, DC: American Educational Research Association.
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2008 Springer Science + Business Media B.V
About this chapter
Cite this chapter
Freese, A.R., Strong, A.P. (2008). Establishing a Learning Community as a Site to Explore Our Multicultural Selves. In: Samaras, A.P., Freese, A.R., Kosnik, C., Beck, C. (eds) Learning Communities In Practice. Explorations of Educational Purpose, vol 4. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-8788-2_8
Download citation
DOI: https://doi.org/10.1007/978-1-4020-8788-2_8
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-8787-5
Online ISBN: 978-1-4020-8788-2
eBook Packages: Humanities, Social Sciences and LawEducation (R0)