Dialogic Pedagogy and Educating Preservice Teachers for Critical Multiculturalism

Nermine Abd Elkader

SAGE Open, 2016, vol. 6, issue 1, 2158244016628592

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.

Keywords: teacher education; education; social sciences; diversity and multiculturalism; education theory and practice; higher education; teaching (search for similar items in EconPapers)
Date: 2016
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:6:y:2016:i:1:p:2158244016628592

DOI: 10.1177/2158244016628592

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