Reframing Multicultural Education: Moving From the Rational to Wholeness Using Sentipensante Pedagogy in Teacher Education

• In Event: The Humanity, Emotionality, and Love of Teaching

Abstract

Multicultural education for preservice teachers examines diversity and cross-cultural interactions, often focused on describing, analyzing, reflecting and developing knowledge. Few courses have inclusive pedagogies valuing emotions, sensing, and contemplation. Little research explores epistemologies and theoretical structures undergirding multicultural education. This curricular redesign extends traditional approaches focused on analysis, cognition, and rationality to include intuition and contemplation through Sentipensante Pedagogy (Rendón, 2009). The following are research questions: How does multicultural education reflect particular epistemologies in teaching and learning of social justice and equity? What are reimagined possibilities including a sensing-thinking dialectic to transform teaching and learning? Grounded theory and discourse analyses revealed thinking parts of sensing-thinking dialectic as emphasized while sensing aspects have possibilities for further development.

Authors

• Kathryn Esther Mcintosh, Oregon State University

• Marcos Viveros, Oregon State University

• Raisa Blazquez, The Learning Partnership

• Faran Saeed, Oregon State University