Document Type
Article
Publication Date
January 2013
Abstract
This study examines how a diverse dialogue addresses cultural differences and social injustices and how cultural responsiveness helps teachers approach education more equitably. When teachers use a diverse dialogue, they are able to create a classroom curriculum that includes all voices, experiences, and activities and satisfies the needs of all learners. The study also suggests that teachers adjust their pedagogical practices to the ever-changing multicultural classrooms. Through an examination of best practices, teachers will be able to invest in more creative and diverse approaches that will not only benefit the individual student, but also the entire classroom. Applying positioning theory and social learning theory, teachers can effectively teach today's 2151 century learners.
Recommended Citation
Pearson, Mildred and Cantu, Samantha, "THE DIVERSITY DIALOGUE: RETHINKING PEDAGOGICAL PRACTICES TO PROVIDE HOPE FOR PRE-SERVICE TEACHERS" (2013). Faculty Research and Creative Activity. 80.
https://thekeep.eiu.edu/eemedu_fac/80
https://works.bepress.com/mildred_pearson/8/
