Multicultural Literacy Cultivation and Implementation of Elementary School Teachers

• Main Authors: Ching-Hsuan Lai, 賴靜宣
• Other Authors: Yu-Min Chien
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/01068112782086979720

碩士 === 中原大學 === 教育研究所 === 97 === Researching multicultural issue is a trend in the multicultural society. Teacher plays an important role in multicultural education, which points out the importance of teacher’s multicultural literacy. The purpose of this research is to understand multicultural literacy cultivation and implementation of elementary school teachers; moreover, to analyze the interaction between implementation and evolving process of teacher’s multicultural literacy. Because of multicultural literacy is an internal thought that requires personal awareness and reflection toward diverse cultures; this study employs a case study by using a qualitative approach. Freedom Elementary School is selected for its reputation of quality multicultural education. Two teachers, who won a prize of excellent curriculum design in multicultural education at Tao Yuan County, are chosen for this study. Data collection included formal and informal interviews, observation and document analysis. Data trustworthiness includes triangulation, feedback and member check from the instructors for the accuracy of data interpretation. Teacher’s multicultural literacy is a continuous and permanent process. Based on the analysis result, this study has reached the following conclusions: 1. The findings indicate that the evolving process of multicultural literacy is from the growth background, the process of studies pursuing and careers of being teacher. Through the interpersonal interaction and experience, teachers can transform cultural experiences to multicultural literacy. 2. In practice of multicultural cognition, teachers have positive perspective on ethnic group, and from approving self to accepting different culture. 3. In practice of multicultural skill, teachers can carry out the culturally responsive teaching, building a harmony classroom, and promote their own and students’ multicultural critique ability. 4. In practice of multicultural cordiality, teachers can inspect self-mechanical impression, and plays a criticized role to pursuing fair faith and social justice. 5. The interaction between implementation and evolving process of multicultural literacy is from inside to outside like a spiral, and the multicultural idea and practice is a chain reaction and cyclic process by unceasingly introspect and revise. It is a process of qualitative and quantitative change.