Pathways to Success in School: Culturally Responsive Teaching

By Etta R. Hollins; Eileen I. Oliver | Go to book overview

Chapter 12
Recognizing and Valuing Difference:
Process Considerations
Phyllis Killam Abell University of New Hampshire
FOCUS QUESTIONS
1. In what ways might we compare and contrast theories and research on the ways college students structure knowledge, women's ways of knowing, and stages of racial identity? How are these theories related to understanding and valuing difference?
2. How might understanding ways of structuring knowledge, gender related ways of knowing, and racial identity support preservice teachers' preparation for teaching in a culturally diverse society?

INTRODUCTION

Difference is that raw and powerful connection from which our personal power is forged.

-- Audre Lorde ( 1984)

The increasing changes in demographic patterns within the school-aged population and converse changes in the cultural experiences of teacher education students require that careful consideration is given to recognizing and valuing difference in preservice teacher preparation programs. The inclusion of diverse ethnic and racial groups in course content and practicum experiences is essential. However, the value is limited if the

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