Educating Teachers for Diversity: Seeing With a Cultural Eye by Jacqueline Jordan Irvine

By Jacqueline Jordan Irvine

The writer offers not just an research of present stipulations and reforms in schooling, but additionally deals feedback and practices for bettering academic results for all young ones.

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The pedagogy was less important than their beliefs about the very nature of teaching itself. Teachers in my research not only viewed teaching as telling, guiding, and facilitating mastery of content standards, but also believed that teaching is defined as caring, “other mothering,” believing, demanding the best, a calling, and disciplining. Teaching Is Caring Teaching is about caring relationships. The teachers with whom I work understand the power of care. As Martin (1995) said, they turn schoolhouses into school homes where the three C’s (care, concern, and connection) are as important as the three R’s.

24 Educating Teachers for Diversity • Are research issues related to equity and marginalized groups devalued or ignored? • Are faculty of color overburdened with committee work in an effort to include a so-called “minority perspective”? • Does the organization recognize and reward time-consuming, informal advisement that faculty of color provide for students of color? • Does the organization recognize and reward faculty’s contribution and service to communities of color outside of the university?

Clearly, deans, directors, and chairs should provide the leadership necessary to develop an organizational climate that values diverse students and faculty as well as diversity of research perspectives and methodology. In Role of Colleges of Education 25 addition, these leaders should provide opportunities for professional development for faculty who have limited experiences and knowledge in dealing with diversity. The professional development of faculty should include more than funds to attend and present papers at professional conferences.

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