Integrating Service Learning and Multicultural Education in Colleges and Universities

By Carolyn R. O'Grady | Go to book overview

teacher education is faced with the challenge of not only producing competent and leadership-quality teachers, but also of creating a pedagogy that is aligned with social science themes inherent in teaching culturally and linguistically different students. In this chapter, I have attempted to describe the role of service learning in teacher education, especially as it relates to preparing minority and nonminority teacher candidates to work in predominantly minority school communities. The community-based, culturally integrated projects described herein are considered as venues that optimize the participants' opportunities to become knowledgeable of the community on a firsthand basis and challenges them to become involved independent of work or school requirements. Promoting service learning is the purview of teacher education programs. The seed of service learning can only germinate among teachers and their students when it has been planted within a context that values authentic experience, reflection, and participation in a democratic society.

Whether in a transnational context or urban, multicultural site, when students engage in service learning projects in which they play a dual role of teacher and learner, a dynamic interaction of empowerment emerges. As learners they participate in ways that help them acquire a fresh and profound perspective of contributing to a just cause, and as teachers they inspire their students to reach out to their community and thus, nurture a self-willingness to do the same.


REFERENCES

Artiles A. J. ( 1996). "Teacher thinking in urban schools: The need for a contextualized research agenda". In F. A. Rios (Ed.), Teacher thinking in cultural contexts (pp. 23-52). Albany, NY: State University of New York Press.

Avery P. G., & Walker C. ( 1993). "Prospective teachers' perceptions of ethnic and gender differences in academic achievement". Journal of Teacher Education, 44. 27-37.

Banks J. A. ( 1999). An introduction to multicultural education. Boston: Allyn & Bacon.

Banks J. A., & Banks C. A. M. ( 1989). Multicultural education: Issues and perspectives. Boston: Allyn & Bacon.

Bollin G. G. ( 1996). "Using multicultural tutoring to prepare preservice teachers for diverse classrooms". The Educational Forum, 61,68-76.

Cabello B., & Eckmier J. ( 1995). "Looking back: Teachers' reflections on an innovative teacher preparation program". Action in Teacher Education, 27( 3), 33-42.

Carey-Webb A., & Benz S. (Eds.). ( 1996). Teaching and testimony: Rigoberta Menchd and the North American classroom. Albany, NY: State University of New York Press.

Cazden C. ( 1993). Vygotsky, Hymes, and Bakhtin: From word to utterance and voice. In E. A. Forman, N. Minick, & C. A. Stone (Eds.), Contexts for learning:Sociocultural dynamics in children's development

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