No Disruptions, Class in Progress: Barriers to Transformative Teaching in Multicultural Teacher Education

• In Event: Poster Session 11
  In Poster Session: Division B Section 5 Place and Praxis Posters

Abstract

This study was designed to examine the relationship between structural barriers and the criticality of multicultural teacher educators’ approaches to teaching multicultural and social justice teacher education (MTE) courses. Based on survey data (N=186) collected from educators teaching in faculties of education throughout the U.S. and Canada, relationships between teaching critical curriculum and employing transformative pedagogical approaches revealed significant results. Emerging from the regression analysis is a clear trend that educators who incorporate critical content and who critically approach teaching MTE courses are significantly less likely to experience institutional support. While this may be the first time this relationship has been quantified, it raises questions as to the role faculties of education play in positioning teachers as agents of change.

Authors

• Gillian Parekh, University of Toronto

• Paul Cameron Gorski, George Mason University