"I Am Assumed to Be Someone Who Doesn't Have to Deal with Diversity": Countering the Denial of Diversity in Rural Teacher Education

Autor/inn/en	Anthony-Stevens, Vanessa; Gehlken, Emily; Jones, Chelsea; Day, Sheriden; Gussenhoven, Sarah
Titel	"I Am Assumed to Be Someone Who Doesn't Have to Deal with Diversity": Countering the Denial of Diversity in Rural Teacher Education
Quelle	In: Multicultural Education Review, 9 (2017) 4, S.270-288 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Day, Sheriden)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2005-615X
Schlagwörter	Rural Schools; Teacher Education Programs; Preservice Teacher Education; Ethnography; Autobiographies; College Faculty; Student Diversity; Program Content; Geographic Regions; Minority Group Students; Whites; Racial Composition; Culturally Relevant Education; Consciousness Raising; Longitudinal Studies; Student Attitudes; Focus Groups; Practicums + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lehramtsstudiengang; Lehrerausbildung; Ethnografie; Autobiography; Autobiografie; Autobiographie; Fakultät; Programmgestaltung; White; Weißer; Bewusstseinsbildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerverhalten; Practicum; Praktikum; Praktika
Abstract	In this article, the researchers examine the role of diversity in a pre-service teacher education programme in a predominately white public university in the United States rural north-west region. Using ethnographic and autoethnographic methods, one professor and four pre-service education students from across early childhood, primary and secondary education examine how issues of diversity are addressed in coursework and practicum teaching experiences. Findings reveal a pervasive discourse of denying diversity in the rural landscape, limited programmatic engagement with diversity as a body of knowledge and skill set for teaching and course interactions which thwart teachers' abilities to address inequity in dynamic communities, locally and globally. We counter these limitations by proposing rural universities engage with pre-service teachers in reflective dialogue as critical stakeholders in (re)conceptualizing "rurality" as diverse, and as co-partners in mapping increased attention to culturally relevant education as an applied stance in a dynamic and changing democracy. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01