Teachers ‘looking into a mirror’ - a journey through exposure to diverse perspectives

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Noa Shapira, Shula Mola
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引用次数: 1

Abstract

ABSTRACT This study examined the impact of a workshop for teachers entitled ‘Things are Not Always What They Seem’. The workshop’s aim was to raise awareness of teachers’ roles in heterogenic classrooms. The study’s primary assumption was the importance of increasing teachers’ awareness of their biases and the need to foster intercultural sensitivity. To do so, the workshop exposed 35 teachers to the perspectives of ‘other’ teachers and students including those deriving from the following defined categories: middle-class, advantaged, white teachers (MAW), and low social economic status, disadvantaged, and black (LDB) students. The research method was qualitative interpretive, based on the analysis of texts from the teachers’ workshop. The workshop included exposure to the MAW statements towards their students and LDB statements about their personal experience with racism. The teachers from the workshop read the quotes, searched for connections between them, and reflected about the texts. Findings indicate that the teachers’ responses to the offered quotes demonstrate intercultural sensitivity, as manifested through understanding their students’ points of view.
教师“照镜子”——一次接触不同视角的旅程
摘要本研究考察了一个名为“事物并不总是他们所看到的”的教师研讨会的影响。讲习班的目的是提高人们对教师在异质课堂中的作用的认识。该研究的主要假设是提高教师对自己偏见的认识的重要性,以及培养跨文化敏感性的必要性。为此,研讨会让35名教师了解了“其他”教师和学生的观点,包括来自以下定义类别的教师和学生:中产阶级、优势白人教师(MAW)和低社会经济地位、弱势和黑人学生(LDB)。研究方法是基于对教师工作坊文本的分析,采用定性解释的方法。研讨会包括接触MAW对学生的陈述,以及LDB关于他们个人种族主义经历的陈述。研讨会上的老师们阅读了引文,寻找它们之间的联系,并反思了课文。研究结果表明,教师对所提供的引文的反应表现出跨文化敏感性,这表现在理解学生的观点上。
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来源期刊
Intercultural Education
Intercultural Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.30
自引率
8.30%
发文量
36
期刊介绍: Intercultural Education is a global forum for the analysis of issues dealing with education in plural societies. It provides educational professionals with the knowledge and information that can assist them in contributing to the critical analysis and the implementation of intercultural education. Topics covered include: terminological issues, education and multicultural society today, intercultural communication, human rights and anti-racist education, pluralism and diversity in a democratic frame work, pluralism in post-communist and in post-colonial countries, migration and indigenous minority issues, refugee issues, language policy issues, curriculum and classroom organisation, and school development.
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