teacher education, education, social sciences, diversity and multiculturalism, education theory and practice, higher education, teaching
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.
Faculty of Humanities & Social Sciences
School of Communication and Literary Studies
Peer Reviewed/Refereed Publication
© Nermine Abd Elkader
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
Abd Elkader, Nermine, "Dialogic Pedagogy and Educating Preservice Teachers for Critical Multiculturalism" (2016). Faculty Publications and Scholarship. 5.
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