Interrupting Place and Memory: Multiculturalism as Jagged Walking

Marla Morris

Interrupting Place and Memory: Multiculturalism as Jagged Walking

Curriculum, Foundations & Reading

Research output: Contribution to journal › Article › peer-review

Abstract

Argues that teacher educators must find ways to move beyond student teacher resistance to multiculturalism so that future teachers are prepared to understand and teach diverse students, proposing a model that examines the multidimensionalities of place and memory as they shape multicultural identities, discussing social bias in education in the American south, and examining memory as ambiguity, complexity and history.

Original language	American English
Journal	Multicultural Education
Volume	8
State	Published - Jul 1 2001

Disciplines

Curriculum and Instruction
Curriculum and Social Inquiry
Educational Assessment, Evaluation, and Research
Educational Methods

Keywords

Diversity (Student)
Elementary Secondary Education
Higher Education
Memory
Multicultural Education
Preservice Teacher Education
Racial Bias
Social Bias

Access to Document

https://eric.ed.gov/?id=EJ628854

Cite this

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AB - Argues that teacher educators must find ways to move beyond student teacher resistance to multiculturalism so that future teachers are prepared to understand and teach diverse students, proposing a model that examines the multidimensionalities of place and memory as they shape multicultural identities, discussing social bias in education in the American south, and examining memory as ambiguity, complexity and history.

KW - Diversity (Student)

KW - Elementary Secondary Education

KW - Higher Education

KW - Memory

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KW - Preservice Teacher Education

KW - Racial Bias

KW - Social Bias

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UR - https://eric.ed.gov/?id=EJ628854

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JO - Multicultural Education

JF - Multicultural Education

ER -

Interrupting Place and Memory: Multiculturalism as Jagged Walking

Abstract

Disciplines

Keywords

Access to Document

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