Science as a critical method for deconstructing diversity discourse: Towards an anti-racist teacher education

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Ash, A. (2015). Science as a critical method for deconstructing diversity discourse: Towards an anti-racist teacher education. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

This study is informed by an understanding of cultural incongruities in the classroom, and a critical postmodern science framework that recognizes the need for an interpretive and incisive approach for teaching about diversity issues in teacher education. Driven by the ubiquitous presence of scientific innovation and global intersections of culture, a central concern in contemporary society is preparing a diverse and highly-skilled workforce. However, increasingly diverse student populations must contend with a demographically homogenous teaching force that is largely unprepared to teach them. While it is beyond the purview of science to address personal beliefs underlying such cultural disconnections, there remains an ability to identify likely causal relationships that offer important context for understanding student diversity; yet, little is known about its possible role in initiating meaningful discussions in this regard. This study explores the utility of science as a transdisciplinary, critical method for teaching diversity to preservice teachers (PSTs) and its potential for raising greater awareness about issues of race and ethnicity. To address this line of inquiry, a qualitative case study supported by multiple sources of evidence, including observations, questionnaires, interviews and a researcher-led class discussion was conducted with three PST courses at an urban research university. The goal of this qualitative research was to generate in-depth knowledge of `how' and `why' science might be valuable for teaching diversity, and thus to provide insight on an under-researched topic. Findings suggests that using science to discuss diversity can, indeed, influence positive and inclusive PST practices that strengthen future student-teacher relations, and ultimately promote high academic performance in diverse settings.

Details
Author

Ash, Alfred

Title

Science as a critical method for deconstructing diversity discourse: Towards an anti-racist teacher education

Physical Description

1 online resource (293 pages) : PDF

Date

2015

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

This study is informed by an understanding of cultural incongruities in the classroom, and a critical postmodern science framework that recognizes the need for an interpretive and incisive approach for teaching about diversity issues in teacher education. Driven by the ubiquitous presence of scientific innovation and global intersections of culture, a central concern in contemporary society is preparing a diverse and highly-skilled workforce. However, increasingly diverse student populations must contend with a demographically homogenous teaching force that is largely unprepared to teach them. While it is beyond the purview of science to address personal beliefs underlying such cultural disconnections, there remains an ability to identify likely causal relationships that offer important context for understanding student diversity; yet, little is known about its possible role in initiating meaningful discussions in this regard. This study explores the utility of science as a transdisciplinary, critical method for teaching diversity to preservice teachers (PSTs) and its potential for raising greater awareness about issues of race and ethnicity. To address this line of inquiry, a qualitative case study supported by multiple sources of evidence, including observations, questionnaires, interviews and a researcher-led class discussion was conducted with three PST courses at an urban research university. The goal of this qualitative research was to generate in-depth knowledge of `how' and `why' science might be valuable for teaching diversity, and thus to provide insight on an under-researched topic. Findings suggests that using science to discuss diversity can, indeed, influence positive and inclusive PST practices that strengthen future student-teacher relations, and ultimately promote high academic performance in diverse settings.

Genre

doctoral dissertations

Subjects--Topics

Education
Teachers--Training of
Curriculum planning

Degree

Ph.D.

Keywords

Diversity
Multicultural
Preservice Teachers
Science
Teacher Education

Subject Area

Curriculum & Instruction

Advisor(s)

Wiggan, Greg
Hutchison, Charles

Committee Members

DiBiase, Warren
Germain, Felix

Degree Note

Thesis (Ph.D.)--University of North Carolina at Charlotte, 2015.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Ash_uncc_0694D_10795

Permalink

http://hdl.handle.net/20.500.13093/etd:650