Multicultural Teacher Knowledge: Multicultural Education Curriculum Informed by Teacher and Student Experiences of Diversity

• In Event: Cultural and Ethical Dimensions: Exploring Narratively

Abstract

We examined teacher knowledge through a curricular conceptual lens of “the particular” to explore complexities of teacher knowledge development, as it relates to school practices, equity policies, and multicultural education on school landscapes. Learning about ways in which teachers navigate professional landscapes in an era of increasing standardization of curriculum development and assessment reveals tensions and challenges associated with curriculum enactment but also offers hope for ways in which we may guide pre-service and in-service teachers who work with students of diverse social and cultural backgrounds. Knowledge gained through this study informs teacher education, curriculum development, and professional development of teachers as teachers continue their professional growth pertaining to issues of diversity in school landscapes.

Authors

• Vicki Ross, Northern Arizona University

• Elaine Chan, University of Nebraska - Lincoln