Term

Spring 2017

Capstone

Thesis

Degree Name

MAEd

Primary Advisor/Dissertation Chair

Susan Manikowski

Secondary Advisor/Reader One

Javier Gutierrez

Peer-Reviewer/Reader Two

Michael Gerold

Abstract

As educators, we must hold each other accountable. It begins with how we are initially trained and the ideas we foster into actions that transcend textbooks and ultimately put into effective lessons. More often times than now, pre-service training reflects the values of the dominant society that may lead to perpetuating the status quo. This study aims to define the correlation between multicultural training for pre-service teachers and their

effectiveness in implementing a multicultural curriculum in the classroom. Through in- depth interviews with five practicing teachers in their first- through third-year of

teaching, the study documents their personal experiences with diversity and journey in acknowledging and implementing multicultural education in their classrooms. The researcher outlines the five major themes derived from these interviews and highlights the importance of perspective taking, recruiting and retaining a diverse staff, developing a strong awareness of oneself, direct instruction and teacher mentorships. Schools as a collective whole must continue moving forward to promote bilingualism, equitable pedagogy, and an empowering school culture. It is our duty as educators to make lasting change through our efforts of reaching all students from all backgrounds, cultures, and walks of life.

Research Methodology

Case Study, Ethnography, Interview

Keywords

Curriculum, Multicultural Education, Social Justice

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