Approaches to Multicultural Curriculum: Exploring the Power of Transformative Classroom Dialogue With Ethno-Cultural Minorities

• In Event: Multicultural/Multiethnic Education: Critical Perspectives

Abstract

Ethnically-minoritized immigrant students carry many diverse histories, perspectives, and experiences that can serve as resources for critical reflection about social conflicts (Banks, 2006; Nieto, 1992). In contrast, teaching students as though they were all the same does not create equitable social relations. Many visible minority and lower socio-economic class students seem to have fewer opportunities than mainstream students to engage in issues-based discussions (Dull & Murrow, 2008, Hemmings, 2000; Hess & Avery, 2008). Based on classroom observations, student and teacher interviews, and document analysis, this paper presents results on how transformative conflict dialogue processes are implemented in three elementary classrooms, and how diverse students, particularly newcomer immigrants, experience these pedagogies in relation to their own perspectives, histories, and identities.

Author

• Christina A. Parker, University of Toronto - OISE