Main Areas of the Implementation of Multiculturalism in Professional Educator Training in the USA
Abstract
The article raises the problem of professional preparation of future educators in the United States and Canada to work in a multicultural educational environment. Works of American and Canadian scholars dealing with issues of ethnocultural diversity of the educational environment of modern educational institutions and attempts to resolve them from the standpoint of a tolerant attitude in working with multiethnic and multicultural students are analyzed. Analysis of conceptual and empirical studies of American and Canadian authors, which until now have not been highlighted in the domestic press, is carried out. It is shown that teacher training programs at US colleges and universities, the curriculums and the policies of educational institutions have been revised to focus on the diversity of the ethnic composition of students and teachers, and that they reflect the main requirements of the goals and objectives of multicultural education.
References
[2] Altbach, P.G., and Lomotey, K. 1991. The racial crisis in American higher education. Albany: State University of New York Press, ISBN: 0585056714, 275 pp.
[3] Avery, P., and Walker, C. 1993. Prospective teachers’ perceptions of ethnic and gender differences in academic achievement. Journal of Teacher Education, 44 (1): 27-37.
[4] Bakhov, I.S. 2015. Historical dimension to the formation of multicultural education of Canada. Pedagogy Studies / Pedagogika, 117 (1): 7-15, DOI: 10.15823/p.2015.063
[5] Bakhov, I.S. 2013. Multicultural education of the U.S. in fundamental legislative acts. World Applied Sciences Journal 27: 28-31, DOI: 10.5829/idosi.wasj.2013.27.elelc.7
[6] Banks, J.A., and Banks, C.A.M. 2000. Approaches to multicultural curriculum reform (Chapter 10) In Multicultural education: Issues and perspectives, John Willey & Sons, Available at: http://www.wcu.edu/WebFiles/PDFs/ApproachestoMulticulturalCurriculumReform.pdf
[7] Banks, J.A. 2006. Cultural diversity and education: Foundations, curriculum, and teaching. Boston: Pearson Education, Inc., ISBN-10: 0205461034, 198 pp.
[8] Baptiste, H., and Baptiste, M. 1980. Competencies toward multiculturalism. Multicultural teacher education: Preparing teacher educators to provide educational equity. Washington, DC: American Association of College for Teacher Education, 405 pp.
[9] Bennet, C.L, Cole, D., and Thomson, J.N. 1999. Teacher education in a collaborative multicultural classroom: Implications for critical-mass-minority and all-minority classes at a predominantly White university/ C.L Bennet (Chair), Project TEAM. Symposium conducted at the meeting of the American Educational Research Association, Montreal, Canada, 506 pp.
[10] Cochran-Smith, M., and Fries, K. 2001. Sticks, stones, and ideology: The discourse of teacher education. Educational Researcher, 30 (8): 3-15.
[11] Cochran-Smith, M. 1995.Color blindness and basket making are not the answers: Confronting the dilemmas of race, culture, and language diversity in teacher education. American Educational Research Journal, 32 (3). 493-522.
[12] Darling-Hammond, L., and Sclan, E.M. 1996. Who teaches and why. Handbook of research on teacher education. New York: Simon & Schuster, 67-101 pp.
[13] Fenstermacher, G. 2003. Reconsidering the teacher education reform debate: A commentary on Cochran-Smith and Fries. Educational Researcher, 31 (6): 20-22.
[14] Gay, G., and Howard, T. 2000. Multicultural teacher education for the 21st century. Teacher Educator, 36 (1):1-16.
[15] Gollnick, D.M., and Chinn, P.C. 2006. Multicultural education in a pluralistic society. New Jersey: Merrill Prentice Hall, ISBN: -10: 0131197193, 404 pp.
[16] Gordon, B. 2006. Knowledge construction, competing critical theories, and education. In J. Banks, & C.A.M. Banks. Handbook of research on multicultural education. San Francisco: Jossey-Bass, 184-202 pp.
[17] Grant, С., and Secada, W. 1990. Preparing teachers for diversity. Handbook of research on multicultural education, Old Tappan, NJ: Macmillan, 403-422 pp.
[18] Graue, E., and Grant, C. 2002. Questions, calls, and conversations for researchers in teacher education. Journal of Teacher Education, 53 (3): 268-272
[19] Kotenko, O.V. 2008. Multicultural education of teachers. Bulletin of postgraduate education: a collection of scientific works. Volume 7, Kiev (in Ukrainian), 66-73 pp.
[20] Ladson-Billings, G., and Tate, W.F. 1995. Toward a critical race theory of education, Teachers College Record, 97 (1): 47-68, Fall
[21] Nieto, S. 2002. We speak in many tongues: Linguistic diversity and multicultural education. Multicultural education for the twenty-first century. Washington, DC: National Education Association, 389 pp.
[22] Sleeter, C. 2001. Culture, difference and power. New York: Teachers College Press, 325 pp.
[23] Toppo, G. 2001. Bush to sign education bill, but the debate over required testing goes on. The Washington Post. Available at: www.washingtonpost.com
[24] Villegas, A., and Lucas, T. 2002. Educating culturally responsive teachers: A coherent approach. Albany, NY: SUNY Press, 222 pp.
[25] Yaksa N.V. 2015. Multicultural education: European dimension – Problems of modern pedagogical education. Pedagogy and psychology, 46 (2): 354-361, Yalta, (in Russian).
*** National Commission on Teaching and America’s Future. 1997. Doing what matters most: Investing in quality teaching. New York, 367pp.
The Copyright Transfer Form to ASERS Publishing (The Publisher)
This form refers to the manuscript, which an author(s) was accepted for publication and was signed by all the authors.
The undersigned Author(s) of the above-mentioned Paper here transfer any and all copyright-rights in and to The Paper to The Publisher. The Author(s) warrants that The Paper is based on their original work and that the undersigned has the power and authority to make and execute this assignment. It is the author's responsibility to obtain written permission to quote material that has been previously published in any form. The Publisher recognizes the retained rights noted below and grants to the above authors and employers for whom the work performed royalty-free permission to reuse their materials below. Authors may reuse all or portions of the above Paper in other works, excepting the publication of the paper in the same form. Authors may reproduce or authorize others to reproduce the above Paper for the Author's personal use or for internal company use, provided that the source and The Publisher copyright notice are mentioned, that the copies are not used in any way that implies The Publisher endorsement of a product or service of an employer, and that the copies are not offered for sale as such. Authors are permitted to grant third party requests for reprinting, republishing or other types of reuse. The Authors may make limited distribution of all or portions of the above Paper prior to publication if they inform The Publisher of the nature and extent of such limited distribution prior there to. Authors retain all proprietary rights in any process, procedure, or article of manufacture described in The Paper. This agreement becomes null and void if and only if the above paper is not accepted and published by The Publisher, or is with drawn by the author(s) before acceptance by the Publisher.