Multicultural Perspectives

Lisi, Penelope L.; Rios, Francisco

doi: 10.1207/s15327892mcp0701_1pmid: N/A

Nieto, Sonia

doi: 10.1207/s15327892mcp0701_2pmid: N/A

Andrzejewski, Julie

doi: 10.1207/s15327892mcp0701_3pmid: N/A

Stevens, Rebecca; Charles, Jim

doi: 10.1207/s15327892mcp0701_4pmid: N/A

Diversity related dispositions (understanding, tolerance, and respect) of prospective teachers are crucial aspects of today's teacher preparation programs. Can prospective teachers challenge and change their diversity-related dispositions through the use of Teaching Tolerance's culturally responsive curriculum materials? Students watched the Teaching Tolerance video "The Shadow of Hate: A History of Intolerance in America," and responded in writing to 4 open-ended questions which prompted them to articulate the meaning of discrimination and to make connections between diversity, history, discrimination, and their future classroom practices. Based on the qualitative research reported in this article, using Teaching Tolerance Project curriculum materials in a teacher preparation program contributes to cultivating a cooperative, inclusive, egalitarian classroom.

Beck, Bernard

doi: 10.1207/s15327892mcp0701_5pmid: N/A

Jetton, Tamara L.; Savage-Davis, Emma M.

doi: 10.1207/s15327892mcp0701_6pmid: N/A

Bailey, Chelsea; Desai, Dipti

doi: 10.1207/s15327892mcp0701_7pmid: N/A

The visual arts, like multicultural education, play a vital role in our understanding of diverse human experiences. In this article we explore the role of community-based contemporary art in education. We consider the ways that art practices speak to issues of history and culture as a site of investigation and a method of investigation in pedagogical practices. Two different approaches to community-based contemporary art forms are described and their possibilities for use in education are discussed.

Smith, G. Pritchy; Bryant, Edwidge; Howell, Loretta; He, Ming Fang; Morris, Pamala

doi: 10.1207/s15327892mcp0701_8pmid: N/A