Developing a Dialogic Space for Moving towards Critical Multicultural Education: A Collective Self-Study

Gunnhildur Óskarsdóttir; Karen Rut Gísladóttir

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Chapter 9 Developing a Dialogic Space for Moving towards Critical Multicultural Education

A Collective Self-Study

In: Self-Study and Diversity III

Authors:

Gunnhildur Óskarsdóttir

Gunnhildur Óskarsdóttir
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Karen Rut Gísladóttir

Karen Rut Gísladóttir
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Type:: Chapter

Pages:: 165–185

DOI:: https://doi.org/10.1163/9789004505216_009

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Abstract

This chapter builds on a cooperative self-study project that involved 14 university-based teacher educators in the School of Education at the University of Iceland. Over three years, they engaged in self-study to understand how dialogue could aid their understandings of how their cultural backgrounds influence their work as teacher educators. Specifically, they worked to become aware of their identities and educational practices, developing a critical understanding of how they can either resist or reify existing structures of inequity. The purpose of this collective self-study was to document and analyze the process of developing a discursive space that 14 university-based teacher educators in Iceland co-designed and negotiated to mobilize the diverse understandings and experiences of the group to work towards multicultural teacher education. The aim was to strengthen teacher education through a “diversity-as-asset lens.” Their research question was: What did the co-authors, Karen and Gunnhildur, learn through their negotiation with each other and their colleagues in the process of creating a discursive space for moving towards multicultural teacher education? The data collected included focus group interviews, self-interviews, and audio-recordings of meetings. They used art-based analysis methods via the co-construction of sculptures and poems to create a dialogic space (Freire, 1970). Doing so led teacher educators to develop a shared agenda for collective transformation. Ultimately, this inquiry led them to collectively name and interrogate ideas and identities to transform their understandings and practices as teacher educators, helping them (re)commit to educating teachers in ways that prioritize equity and justice (Kitchen et al., 2016; Zeichner, 2018).

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Self-Study and Diversity III

Inclusivity and Diversity in Teacher Education

Series: Professional Learning, Volume: 23

E-Book ISBN:: 9789004505216

Publisher:: Brill

Print Publication Date:: 03 Nov 2021

Subjects
- Education

Front Matter

List of Figures

Notes on Contributors

Chapter 1 Self-Studies in Diverse Voices for Inclusive Teacher Education

Chapter 2 Drawing on Privilege to Advance Social Justice

Chapter 3 A Tale of Becoming and Radiance

Chapter 4 Wrestling with Dilemmas, Vulnerabilities, and Hopes

Chapter 5 Reconciling Knowledge

Chapter 6 Examining the Ethical Implications and Emotional Entailments of Teaching Indigenous Education

Chapter 7 The Freedom to Be All at Once

Chapter 8 Building the Boat with Funds of Knowledge

Chapter 9 Developing a Dialogic Space for Moving towards Critical Multicultural Education

Chapter 10 A Racialized Canadian Professor’s Self Study

Chapter 11 Navigating Shifting Waters

Back Matter

Index

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Chapter 9 Developing a Dialogic Space for Moving towards Critical Multicultural Education

A Collective Self-Study

Abstract

Citation Info

Share link with colleague or librarian

Self-Study and Diversity III

Inclusivity and Diversity in Teacher Education

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