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

Autor:innen:

Gunnhildur Óskarsdóttir

Gunnhildur Óskarsdóttir
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und

Karen Rut Gísladóttir

Karen Rut Gísladóttir
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Art:: Kapitel

Seiten:: 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

Reihe: Professional Learning, Band: 23

ISBN:: 9789004505216

Verleger:: Brill

Print-Publikationsdatum:: 03 Nov 2021

Fachgebiete
- Pädagogik

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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	Insgesamt	Letzte 365 Tage	In den letzten 30 Tagen
Aufrufe von Kurzbeschreibungen	339	81	6
Gesamttextansichten	8	3	0
PDF-Downloads	9	2	0

Afrikanistik	Internationale Beziehungen	Nahost- und Islamwissenschaften
Altorientalistik und Ägyptologie	Internationales Recht	Pädagogik
Amerikanistik	Judaistik	Philosophie
Asienwissenschaften	Klassische Altertumswissenschaft	Religionswissenschaft
Bibelauslegung	Kunstgeschichte	Slawistik und Eurasienkunde
Biologie	Literatur- und Kulturwissenschaften	Sozialwissenschaften
Biowissenschaften	Medienwissenschaft	Sprachen und Linguistik
Buchgeschichte und Kartographie	Menschenrechte und humanitäres Völkerrecht	Theologie und Christentum
Geschichte	Musikwissenschaft

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

A Collective Self-Study

Abstract

Zitierungsangaben

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Self-Study and Diversity III

Inclusivity and Diversity in Teacher Education

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