Reading and Analyzing Ethnographies through Literature Circles: A Praxis Model for Encouraging Multicultural Educators.

摘要: This study explores the process of implementing literature circles using ethnographies as texts to better prepare teachers for multicultural/ multilingual teaching contexts. Data collected by course instructor and two participants, a Critical Teacher Action Research (CTAR) methodology, indicate that participants think critically, connect others, identify ways enhance school practice based on funds knowledge described in ethnographic works when participating circles. The author provides teacher education courses an action plan further practice.