Dialogic Pedagogy and Educating Preservice Teachers for Critical Multiculturalism

Dialogic Pedagogy and Educating Preservice Teachers for Critical Multiculturalism

The study investigates the potentials of educating preservice teachers for critical multiculturalism through dialogic pedagogy. The study findings suggest that dialogic pedagogy experienced some successes in encouraging preservice teachers to revise their worldview about certain topics in the multic...

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Main Author: Nermine Abd Elkader
Format: Article
Language:English
Published: SAGE Publishing 2016-02-01
Series:SAGE Open
Online Access:https://doi.org/10.1177/2158244016628592
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spelling doaj-7c8e1e3e86014a749970b1aaa7e9f03c2020-11-25T01:25:46ZengSAGE PublishingSAGE Open2158-24402016-02-01610.1177/215824401662859210.1177_2158244016628592Dialogic Pedagogy and Educating Preservice Teachers for Critical MulticulturalismNermine Abd Elkader0University of Delaware, Newark, Delaware, USAThe study investigates the potentials of educating preservice teachers for critical multiculturalism through dialogic pedagogy. The study findings suggest that dialogic pedagogy experienced some successes in encouraging preservice teachers to revise their worldview about certain topics in the multicultural curriculum about which they were not initially open to dialogue. The study should contribute to the literature of dialogic pedagogy and multicultural education in terms of suggesting more democratic educational approaches toward teaching the controversial topics of the multicultural curriculum.https://doi.org/10.1177/2158244016628592
collection DOAJ
language English
format Article
sources DOAJ
author Nermine Abd Elkader
spellingShingle Nermine Abd Elkader
Dialogic Pedagogy and Educating Preservice Teachers for Critical Multiculturalism
SAGE Open
author_facet Nermine Abd Elkader
author_sort Nermine Abd Elkader
title Dialogic Pedagogy and Educating Preservice Teachers for Critical Multiculturalism
title_short Dialogic Pedagogy and Educating Preservice Teachers for Critical Multiculturalism
title_full Dialogic Pedagogy and Educating Preservice Teachers for Critical Multiculturalism
title_fullStr Dialogic Pedagogy and Educating Preservice Teachers for Critical Multiculturalism
title_full_unstemmed Dialogic Pedagogy and Educating Preservice Teachers for Critical Multiculturalism
title_sort dialogic pedagogy and educating preservice teachers for critical multiculturalism
publisher SAGE Publishing
series SAGE Open
issn 2158-2440
publishDate 2016-02-01
description The study investigates the potentials of educating preservice teachers for critical multiculturalism through dialogic pedagogy. The study findings suggest that dialogic pedagogy experienced some successes in encouraging preservice teachers to revise their worldview about certain topics in the multicultural curriculum about which they were not initially open to dialogue. The study should contribute to the literature of dialogic pedagogy and multicultural education in terms of suggesting more democratic educational approaches toward teaching the controversial topics of the multicultural curriculum.
url https://doi.org/10.1177/2158244016628592
work_keys_str_mv AT nermineabdelkader dialogicpedagogyandeducatingpreserviceteachersforcriticalmulticulturalism
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