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Developing a Practice of Cultural Awareness in Pre-Service Teachers by Promoting Positive Dialogue Around Diversity

Developing a Practice of Cultural Awareness in Pre-Service Teachers by Promoting Positive Dialogue Around Diversity
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Author(s): Allyson Leggett Watson (Northeastern State University, USA)
Copyright: 2017
Pages: 14
Source title: Discrimination and Diversity: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-1933-1.ch015

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Abstract

Within higher education there are dynamic constructs surrounding discussions on race, gender and bias. Courses detailing inclusive pedagogy and university restructuring for diversity initiatives are at the forefront of higher education administration strategic planning. By drilling down into educator preparation programs, it is often assumed that the notion of conversations about diversity and teaching cultural awareness has long been a standard of practice. Solid educator preparation programs tout cultural awareness and assist in preparing teachers to effectively teach and serve in diverse school settings. This preparation allows for new teachers to feel secure in methods to meet the needs of learners through content and personal connection. This chapter will identify the strengths of a pre-service teacher preparation program designed to implement cultural conversation early in the baccalaureate program. The program is centered around learning strategies, techniques and pedagogical practices based on theoretical implications and class discourse relating to all areas of diversity.

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