Académique Documents
Professionnel Documents
Culture Documents
1, January/February 2002
To successfully move the field of teacher education beyond the fragmented and superficial treatment
of diversity that currently prevails, teacher educators must articulate a vision of teaching and learn-
ing in a diverse society and use that vision to systematically guide the infusion of multicultural is-
sues throughout the preservice curriculum. A vision is offered of culturally responsive teachers that
can serve as the starting point for conversations among teacher educators in this process. In this vi-
Questions sion, culturally responsive teachers (a) are socioculturally conscious, (b) have affirming views of
students from diverse backgrounds, (c) see themselves as responsible for and capable of bringing
Reactions about change to make schools more equitable, (d) understand how learners construct knowledge and
Connections are capable of promoting knowledge construction, (e) know about the lives of their students, and (f)
design instruction that builds on what their students already know while stretching them beyond
Restatements
the familiar.
Applications
The results of the 2000 Census show that the multicultural education, bilingual education, or
U.S. population is becoming increasingly di- urban education but to leave the rest of the cur-
Then why are
we still calling verse. This trend is especially salient in the K-12 riculum largely intact (Goodwin, 1997).
it minority? student population. Currently, one of every Although such courses play an important role in
three students enrolled in elementary and sec- preparing teachers for diversity, this approach
ondary schools is of a racial or ethnic minority to curriculum reform does not go far enough.
background. One in five children younger than Because added courses are often optional, stu-
18 lives in poverty. More than one in seven chil- dents can complete their teacher education pro-
dren between the ages of 5 and 17 speak a lan- grams without receiving any preparation what-
guage other than English at home; more than soever in issues of diversity. Furthermore,
one third of them are of limited English profi- unless the ideas introduced in the added
ciency (Educational Research Service, 1995; Na- courses are reinforced and expanded on in other
tional Center for Educational Statistics, 2000). courses, prospective teachers are not apt to
This trend toward increasing diversity is ex- embrace them as their own, particularly if those
pected to continue well into the 21st century. ideas clash with the views they bring into
Clearly, preparing teachers to teach children of teacher education. Worse still, if the new ways
This doesnt diverse racial, ethnic, social class, and language of thinking are contradicted by courses com-
help in the backgrounds is a pressing issue in teacher edu- prising the regular curriculum, any positive
slightest if you
cation today and will continue to be for some effect of the added courses will likely wash out.
are keeping
everything else time to come. Some multicultural education advocates
the exact The typical response of teacher education have argued for an infusion strategy whereby
same! Its not programs to the growing diversity among K-12 issues of diversity are addressed not only in spe-
that hard to
realize the
students has been to add a course or two on cialized courses but throughout the entire
issues, adding
these classes Journal of Teacher Education, Vol. 53, No. 1, January/February 2002 20-32
2002 by the American Association of Colleges for Teacher Education
are only
adding to the
issues instead
of fixing them. 20
I feel this has happened in MLFTC. We have to take a class, SPF 301, which is about culture in classrooms. However, this
class was complete BS, I did not learn anything further about how to include culture into the classrooms, or be culturally
responsive. They asked us the same questions in that class throughout the semester and did not provide much
instruction in my opinion.
teacher education curriculum (Grant, 1994; (d) understands how learners construct knowl-
Zeichner & Hoeft, 1996). We find this compre- edge and is capable of promoting learners
hensive approach to curriculum reform appeal- knowledge construction; (e) knows about the
ing. However, there have been few discussions lives of his or her students; and (f) uses his or her
regarding what this infusion might entail and knowledge about students lives to design
how best to accomplish it. We fear that in the instruction that builds on what they already
absence of such discussions, many teacher edu- know while stretching them beyond the famil-
cation programs have interpreted infusion nar- iar. These six qualities constitute the central
rowly to mean the sprinkling of disparate bits of themes or strands that give conceptual coher-
information about diversity into the established ence to the teacher education curriculum we
curriculum, resulting in the superficial treat- envision. We use the metaphor of strands to
ment of multicultural issues. In this article, we highlight the interconnectedness of these
contend that to successfully move beyond the themes. They are made up of knowledge, skills,
fragmented and cursory treatment of diversity and dispositions that, like the strands of thread
that currently prevails, teacher educators must in a piece of cloth, constantly intertwine and
first articulate a vision of teaching and learning depend on one another to form a cohesive
within the diverse society we have become. whole. We argue that they must be consciously
They must then use that vision to systematically and systematically woven throughout the
guide the infusion of multicultural issues learning experiences of prospective teachers in
throughout the teacher education curriculum. their coursework and fieldwork. Thus, they
This infusion process requires that teacher edu- serve as the organizing framework guiding the
cators critically examine the curriculum and infusion of attention to diversity throughout the
revise it as needed to make issues of diversity teacher education curriculum.
central rather than peripheral. Below, we illus- Although we believe the six strands, which
trate the coherent approach to infusion we we discuss below (for a more detailed discus-
advocate. sion of the strands, see Villegas & Lucas, in
press), lay out the essential dispositions, knowl-
A CURRICULUM PROPOSAL edge, and skills for teaching in a culturally
FOR PREPARING CULTURALLY diverse society, we recognize that this is not the
RESPONSIVE TEACHERS only way to conceptualize the curriculum for
Guiding our curriculum proposal is a vision preparing culturally responsive teachers. Ulti-
of the culturally responsive teacher that is mately, the benefit that can be derived from a
derived from our reading of a large body of framework such as this depends on the extent to
empirical and conceptual literature, our obser- which those involved in preparing teachers at a
vations in culturally and linguistically diverse given institution come to share the vision of cul-
classrooms, and our work with preservice turally responsive teaching inherent in that
teachers. In our view, six salient characteristics framework. Such a vision cannot be imposed
define the culturally responsive teacher. Such a from the outside. It must grow out of the hard
teacher (a) is socioculturally conscious, that is, work of ongoing dialogue and negotiation
recognizes that there are multiple ways of per- among colleagues. Nevertheless, we believe our
ceiving reality and that these ways are influ- curriculum proposal provides a good starting
enced by ones location in the social order; (b) point for the conversations that need to take
has affirming views of students from diverse place within each teacher education program.
backgrounds, seeing resources for learning in
all students rather than viewing differences as Strand 1: Sociocultural
problems to be overcome; (c) sees himself or Consciousness
herself as both responsible for and capable of
bringing about educational change that will The initial strand in our curriculum proposal
make schools more responsive to all students; challenges future teachers to expand their