The Scholarship Informing the Practice: Multicultural Teacher Education Philosophy and Practice in the United States.

摘要: This study examines the scholarly literature identified by multicultural teacher educators in U.S. as most influential to their work. 220 were surveyed about books and journals that have influenced they ways conceive practice education (MTE). Responses tabulated, creating lists of most-identified journals. These analyzed around three primary questions: (1) What do these data suggest philosophical frameworks operationalizations MTE among educators?; (2) reveal issues consider more or less integral MTE?; (3) might uncover “null curriculum” MTE? Findings that, contrast with much existing scholarship, practitioners engage critical approaches MTE, even if this not be reflected consistently practice. They suggest, well, identify strongly concerning race racism than other identities oppressions. Implications findings are discussed.