Pedagogical principles of teaching multiculturally: Three teacher case studies
Abstract
The purpose of this study was to examine experienced teachers' conceptions of multicultural education; how their pedagogical principles of multicultural education compare to and further inform what is put forth by multicultural theorists; and what implications this holds for theory and practice. Identifying how practicing teachers address diversity in classrooms is critical because if the ideals of multicultural education are defined by theorists but never able to be realized by practitioners, then the overall goals of multicultural education will never be realized. Using qualitative, phenomenological case study analysis, I sought to illuminate pedagogical principles of teaching multiculturally that are created in teaching practices. Generation of such new knowledge contributed to a deeper understanding of what constitutes multicultural teaching pedagogy that has been created in actual classroom practices. Grounded in the theoretical perspectives of teacher personal theorizing, critical multiculturalism, pragmatism, and poststructuralism, this study also offered a related critique of the way power is used in multicultural theory and invited consideration of the disruption of the orthodoxy of theory, overall.
Degree
Ph.D.
Advisors
Phillion, Purdue University.
Subject Area
Curricula|Teaching|Bilingual education|Multicultural education|Educational sociology
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