International Association of Educators   |  ISSN: 1309-0682
Akdeniz Eğitim Araştırmaları Dergisi
International Association of Educators

Orjinal Araştırma Makalesi | Akdeniz Eğitim Araştırmaları Dergisi 2019, Cil. 13(27) 142-181

Dimensions of Multicultural Education: Pedagogical Practices Knowledge of Graduate Students Towards Multicultural Education in Turkey

Yahya Han Erbaş

ss. 142 - 181   |  DOI: https://doi.org/10.29329/mjer.2019.185.7   |  Makale No: MANU-1901-10-0002.R1

Yayın tarihi: Mart 20, 2019  |   Okunma Sayısı: 357  |  İndirilme Sayısı: 845

PDF İndir

Özet

This qualitative case study aimed to examine teachers’ and teacher candidates’ who are graduate-level students at a public university views on and perceptions of multicultural education and its dimensions in the Turkish context. For this study, the research question was created to examine how participants’ understandings of multicultural education can help them to apply their pedagogical practices in classrooms in Turkey. For this examination, the dimensions of multicultural education that were created by James Banks have shaped the students’ possible multicultural practices related to their classrooms, curricula, and schools. This study was conducted at the Alpha University (pseudonym), located in the Marmara Region of Turkey. The data were collected from semi-structured interviews, written documents, focus group interview, classroom observation, and fieldnotes. According to the findings, the participants gave various examples of how their pedagogical practices related to dimensions of multicultural education could be applied to schools. While some of these dimensions can be found in the participants' understandings in a straightforward manner and can be explained via useful practical examples, it is evident that some dimensions are lacking with regard to practical applications. However, especially with regard to teachers and teacher candidates who have graduated from elementary education programs, the examples they provide are similar and generally come from the same courses. They had problems providing more detailed examples of issues related to multiculturalism and diversity relevant to the content of different courses. 

Anahtar Kelimeler: Dimensions of Multicultural Education, Diversity in Education, Turkey, Teachers and Teacher Candidates, Graduate Education

Bu makaleye nasıl atıf yapılır?

APA 6th edition
Erbas, Y.H. (2019). Dimensions of Multicultural Education: Pedagogical Practices Knowledge of Graduate Students Towards Multicultural Education in Turkey . Akdeniz Eğitim Araştırmaları Dergisi, 13(27), 142-181. doi: 10.29329/mjer.2019.185.7

Harvard
Erbas, Y. (2019). Dimensions of Multicultural Education: Pedagogical Practices Knowledge of Graduate Students Towards Multicultural Education in Turkey . Akdeniz Eğitim Araştırmaları Dergisi, 13(27), pp. 142-181.

Chicago 16th edition
Erbas, Yahya Han (2019). "Dimensions of Multicultural Education: Pedagogical Practices Knowledge of Graduate Students Towards Multicultural Education in Turkey ". Akdeniz Eğitim Araştırmaları Dergisi 13 (27):142-181. doi:10.29329/mjer.2019.185.7.
Kaynakça
  1. Aydın, H. & Tonbuloğlu, B. (2014). Graduate students’ perceptions on multicultural education: a qualitative case study. Eurasian Journal of Educational Research, 57, 29-50. [Google Scholar]
  2. Banks, J. A, & Banks, C. A. McGee. (2010). Multicultural education: issues and perspectives. 7th ed. Hoboken, N.J.: Wiley. [Google Scholar]
  3. Banks, J. A. (1993a). Multicultural education: Historical development, dimensions, and practice.  Review of Research in Education, 19, 3-49. [Google Scholar]
  4. Banks, J. A. (1993b). The canon debate, knowledge construction, and multicultural education. Educational researcher, 22(5), 4-14. [Google Scholar]
  5. Banks, J. A. (2008). An introduction to multicultural education. 4th ed. Boston: Pearson/Allyn and Bacon. [Google Scholar]
  6. Banks, J.A. (2002). Series foreword. In M. Vavrus (Ed.), Transforming the multicultural education of teachers: Theory, research and practice (pp.vii-ix). New York, NY: Teachers College Press.  [Google Scholar]
  7. Braun, V. and Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), pp.77-101. [Google Scholar]
  8. Camicia, S. P. (2007). Prejudice reduction through multicultural education: Connecting multiple literatures. Social Studies Research and Practice, 2(2), 219-227. [Google Scholar]
  9. Chisholm, I. M. (1994). Preparing teachers for multicultural classrooms. The Journal of Educational Issues of Language Minority Students, 14(1), 43-68. [Google Scholar]
  10. Creswell, J. W. (2007). Qualitative inquiry & research design: choosing among five approaches. 2nd ed. Thousand Oaks: Sage Publications. [Google Scholar]
  11. Demircioğlu, E., & Özdemir, M. (2014). Pedagojik formasyon öğrencilerinin çok kültürlü eğitime yönelik tutumlarının bazı değişkenlere göre incelenmesi [Analysis of pedagogical formation students’ attitudes toward multicultural education]. Ege Eğitim Dergisi, 15(1), 211-232. [Google Scholar]
  12. Engin, G., & Genç, S. Z. (2015). Attitudes teacher candidates towards multicultural education (Canakkale Onsekiz Mart University Example). Route Educational and Social Science Journal, 2(2), 30-39. [Google Scholar]
  13. Finch, J. T. (2008). Perceptions of preservice and in-service teachers working toward culturally responsive teaching: A study of a multicultural education graduate course at an urban university (Order No. 3308343). Available from ProQuest Dissertations & Theses Global. (304564280). Retrieved from http://ezproxy.lib.indiana.edu/login?url=http://search.proquest.com/docview/304564280?accountid=11620 [Google Scholar]
  14. Gay, G. (2010). Culturally responsive teaching: theory, research, and practice. 2nd ed. New York: Teachers College Press. [Google Scholar]
  15. Karataş, S. (2015). Teachers’ views on multicultural education: Sample of Antalya. Anthropologist, 19(2), 373-380. [Google Scholar]
  16. Katz, A. (1999). Keepin' it real: Personalizing school experiences for diverse learners to create harmony and minimize interethnic conflict. The Journal of Negro Education, 68(4), 496-510.  [Google Scholar]
  17. Merriam, S. B. (2009). Qualitative research: a guide to design and implementation. San Francisco: Jossey-Bass. [Google Scholar]
  18. Riedler, M. & Eryaman, M.Y. (2016). Complexity, Diversity and Ambiguity in Teaching and Teacher Education: Practical Wisdom, Pedagogical Fitness and Tact of Teaching. International Journal of Progressive Education, 12(3), 172-188. [Google Scholar]
  19. Riehl, C. (2008). The principal's role in creating inclusive schools for diverse students: A review of normative, empirical, and critical literature on the practice of educational administration. The Journal of Education, 189(1/2), 183-197.  [Google Scholar]
  20. Tucker, G. R. (1998). A global perspective on multilingualism and multilingual education. Multilingual Matters, 3-15. [Google Scholar]
  21. Yin, R.(1994). Case study research: design and methods. Thousand Oaks, CA: Sage Publishing. [Google Scholar]
  22. Zeichner, K.M., &National Center for Research on Teacher Learning, E.M. (1993). Educating Teachers for Cultural Diversity. NCRTL Special Report. [Google Scholar]
  23. Zirkel, S. (2008). The influence of multicultural educational practices on student outcomes and intergroup relations. The Teachers College Record, 110(6), 1147-1181. [Google Scholar]
İndir
Metric
Geçmiş
Benzer

Cilt 13 Sayı 27

Mart 2019

Tüm Makaleler

Akdeniz Eğitim Araştırmaları Dergisi

International Association of Educators.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Gizlilik     |     Kullanım Koşulları     |     Çerez Politikaları
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.