Racism and Ethnocentrism: Social Representations of Preservice Teachers in the Context of Multi- and Intercultural Education
Racism and Ethnocentrism: Social Representations of Preservice Teachers in the Context of Multi- and Intercultural Education
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种族主义和民族中心主义：多元和跨文化教育背景下职前教师的社会表征
DOI：
10.1177/160940690500400301
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发表时间：
2005
影响因子：
5.4
通讯作者：
Roland G Pourdavood
中科院分区：
文献类型：
--
作者：
Nicole Carignan;M. Sanders;Roland G Pourdavood
作者利用建构主义探究范式，试图在内容分析中了解在美国中西部城市的一所城市大学学习的职前中学教师对种族和民族中心主义的社会表征。尽管社会表征可以被理解为我们的参与者深信不疑的东西，但这项研究表明，应该在多元和跨文化教育的背景下审视种族和民族中心主义偏见。作者赞成重新审视传统的、自由的、批判的或激进的多元文化主义的理所当然的观念。他们主张不仅要认识到学生的差异和多样性（多元文化视角），还要认识到教师理解、沟通和与学生互动的方式（跨文化视角）。
Using a constructivist inquiry paradigm, the authors attempted in their content analysis to understand the social representations on race and ethnocentrism of preservice secondary teachers studying in an urban university in a Midwest city in the United States. Although social representations can be understood as something in which our participants deeply believe, this study suggests that racial and ethnocentric biases should be examined in the context of multi- and intercultural education. The authors favor a way of revisiting taken-for-granted ideas toward traditional, liberal, and critical or radical multiculturalism. They argue for the recognition not only of the differences and diversity of students (multicultural perspective) but also of the way in which teachers understand, communicate, and interact with them (intercultural perspective).