A Literature Review Examining Conceptions of Diversity and Their Impact on Practice and Policy in Teacher Preparation Contexts

• In Event: Roundtable Session 2
  In Roundtable Session: How Do Contexts Influence Teachers and Teaching Practices?

Abstract

The literature review examines how diversity is conceptualized in international and U.S. teacher preparation contexts and how these conceptions impact multicultural teacher preparation (MTP) practice and policy. Reviewed studies demonstrate parallel trends across international contexts, including diversity being related to 1) cultural, linguistic, socioeconomic, and religious difference; 2) “otherness;” and 3) social justice and inequity. Promising practices involved TC intercultural immersion and reflection on background and beliefs in a community of learners and mentors. Differences in conceptions of diversity and MTP practices found across international settings also serve as a key source of learning for all involved in preparing teachers to educate diverse populations. Thus, this review demonstrates the need to forge more global collaborative efforts in examining MTP.

Authors

• Laura Blythe Liu, Indiana University-Purdue University Columbus

• Lottie B. Marzucco, The George Washington University

• Natalie B. Milman, The George Washington University