Document Type

Article

Publication Date

2-2016

Keywords

teacher education, education, social sciences, diversity and multiculturalism, education theory and practice, higher education, teaching

Abstract

The study investigates the potentials of educating preservice teachers for critical multiculturalism through dialogic pedagogy. The study findings suggest that dialogic pedagogy experienced some successes in encouraging preservice teachers to revise their worldview about certain topics in the multicultural curriculum about which they were not initially open to dialogue. The study should contribute to the literature of dialogic pedagogy and multicultural education in terms of suggesting more democratic educational approaches toward teaching the controversial topics of the multicultural curriculum.

Comments

2 March 2016: At the time of publication, Sheridan College author Nermine Abd Elkader was associated with the University of Delaware.

Original publication: SAGE Open

Faculty

Faculty of Humanities & Social Sciences

School

School of Communication and Literary Studies

Journal

Sage Open

Version

Publisher's version

Peer Reviewed/Refereed Publication

yes

Terms of Use

Terms of Use for Works posted in SOURCE.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Original Publication Citation

Abd Elkader, N. (2016). Dialogic pedagogy and educating preservice teachers for critical multiculturalism. SAGE Open, 6(1) doi:10.1177/2158244016628592

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