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International Journal of Qualitative Studies in Education Volume 17, 2004 - Issue 2
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Original Articles

Paradoxes in multicultural teacher education research: students of color positioned as objects while ignored as subjects

Carmen Montecinos * Pontificia Universidad Católica de ValparaísoCorrespondence[email protected]
Pages 167-181 | Published online: 22 Feb 2007
 
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Abstract

There is a paucity of research describing the needs and concerns that teachers of color present to multicultural teacher preparation. In this essay the author reviews the research on multicultural teacher preparation to uncover research practices that make teachers of color invisible. In this analysis, it is contended that this body of research has created a discontinuity between the principles of multicultural education, multicultural teacher education, and current efforts to diversify the teaching force.

Notes

* University of Northern Iowa, Department of Educational Psychology and Foundations, Cedar Falls, IA 50614-0607, USA. Email: [email protected]

I use White and European American as synonyms because some studies use the White label and others use the European American label.

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