How Epistemological Discomfort Promotes Critical Multicultural Awareness in Teacher Candidates: Findings From a Collective Case Study

• In Event: Sheraton Roundtable Session 5
  In Roundtable Session: Finding the Words for Freedom and Justice: Negating Silence and Misinformation in Teacher Education

Abstract

This collective case study explored how epistemological discomfort promoted critical multicultural awareness in U.S. American teacher candidates for teaching in culturally diverse classrooms. Using the notion of epistemological discomfort as the theoretical framework, participants comprised seven teacher candidates from a mid-Atlantic university. Data consisted of a survey, interviews, focus group, discussions, journal reflections and researchers’ observations and field notes. Findings evidence teacher preparation coursework, field experiences and non-traditional experiences provoked epistemological discomfort which served as powerful pedagogies for developing critical multicultural awareness in teacher candidates. Teacher candidates showed increased self-reflexivity and equity-mindedness, connected content and pedagogy to students’ cultural experiences and prior knowledge, and engaged with co-production of knowledge with implications for multicultural teacher preparation and teaching culturally diverse students.

Author

• Suniti Sharma, Saint Joseph's University