Multicultural Curricular Frameworks for Preservice Teachers

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Author(s): Anita Rao Mysore (Indus Training and Research Institute (ITARI), India)
Copyright: 2014
Pages: 18
Source title: Cross-Cultural Considerations in the Education of Young Immigrant Learners
Source Author(s)/Editor(s): Jared Keengwe (University of North Dakota, USA)and Grace Onchwari (University of North Dakota, USA)
DOI: 10.4018/978-1-4666-4928-6.ch015

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Instructional Design

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Abstract

One in four children in the US has a parent who is an immigrant. Studies indicate that by and large such students are at-risk for learning and their increasing numbers continue to significantly impact the labor force and the future of the country in multiple facets. Additionally, teachers shoulder a huge responsibility in educating immigrant learners, and their performance is a function of how well teacher education programs prepare them for their work. In contemporary scenario, the performance of teachers depends on how their teacher education programs prepare them for multicultural Pre K-12 classes. To this end, a social justice orientation is useful for teachers working in multicultural classrooms because it allows teachers to strive for equity by employing culturally responsive curriculum. The chapter author presents multicultural frameworks and models with a social justice orientation that could assist preservice teachers to become more effective in their instructional practices.

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