Reframing learning to teach diversity: multicultural curriculum within a cosmopolitan context

ABSTRACT

This qualitative study explores the possibilities of reframing multicultural teacher education in the context of critical cosmopolitanism. I examine the ways in which 34 pre-service and in-service teachers learn to teach diversity and multicultural issues in their curriculum. I use three sets of coursework materials, including course discussions, small group presentations, and midterm and final papers to investigate their conceptualisations of diversity and equity issues in education. I present two salient themes as they reframe to teach diversity by reviewing both local and global conflicts: (a) analysing the frame of recognition and (b) revisiting the notions of self-other and interrelationality. Butlerian theory of recognisability provides an important theoretical and pedagogical approach for exploring the conditions of recognition as liveable life, rather than focusing on what works best for increasing teachers’ cosmopolitan awareness. Teacher education programmes could benefit from critical cosmopolitanism when implementing a theoretical and pedagogical strategy for teaching diversity within a global context.

KEYWORDS:

• Cosmopolitanism
• judith butler
• diversty
• Tulsa Race Riots

Acknowledgments

I appreciate the anonymous journal reviewers for in-depth, constructive comments and thank Arleen Schenke for her editing on the earlier draft. Drs. Charlie Tocci, James Jupp, Jennifer Job, and Hannah Spector read my manuscript and provided me with thoughtful feedback.

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Funding

This work was supported by the Provost’s Teaching Research (2013–2014).

Notes on contributors

Seungho Moon

Dr. Seungho Moon is an assistant professor in the Teaching and Learning Program at Loyola University Chicago. His expertise is in the field of curriculum studies, multicultural teacher education, and qualitative inquiry.