Preservice teachers' learning about cultural and racial diversity: Implications for Urban education

Urban Education

Volumn 41, Issue 4, 2006, Pages 343-375

  Milner, H Richard ^a,b  

^a VANDERBILT UNIVERSITY   (United States)

^b VANDERBILT UNIVERSITY   (United States)

Author keywords

Diversity; Learning to teach; Preservice teachers; Race culture; Urban education

Indexed keywords

EID: 33745038296     PISSN: 00420859     EISSN: None     Source Type: Journal    
DOI: 10.1177/0042085906289709     Document Type: Review

References (55)

1. Apple, M. W., & King, N. (1990). Economics and control in everyday school life. In M. W. Apple (Ed.), Ideology and curriculum (pp. 43-60). New York: Routledge.
2. Banks, J. A. (1995). Multicultural education: Historical development, dimensions, and practice. In J. A. Banks & C. A. McGee Banks (Eds.), Handbook of research on multicultural education (pp. 3-24). New York: Simon & Schuster.
3. Banks, J. A., & Banks, C. A. M. (2000). Multicultural education: Issues & perspectives (4th ed.). New York: Wiley.
4. Bennett, C. I. (1995). Comprehensive multicultural education: Theory and practice (3rd ed.). Boston: Allyn & Bacon.
5. Brown, E. L. (2004). What precipitates change in cultural diversity awareness during a multicultural course: The message or the method? Journal of Teacher Education, 55 (4). 325-340.
6. Burke-Spero, R. (1999). Toward a model of "CIVITAS" through an ethic of care: A qualitative study of preservice teachers' perceptions about learning to teach diverse student populations. Unpublished dissertation, The Ohio State University, Columbus.
7. Cochran-Smith, M. (1995). Color blindness and basket making are not the answers: Confronting the dilemmas of race, culture, and language diversity in teacher education. American Educational Research Journal, 32, 493-522.
8. Darling-Hammond, L. (1995). Inequality and access to knowledge. In J. A. Banks & C. Banks (Eds.), Handbook of research on multicultural education (pp. 465-483). New York: Macmillan.
9. Delpit, L. (1995). Other people's children: Cultural conflict in the classroom. New York: The New Press.
10. Ellsworth, E. (1989). Why doesn't this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59 (3). 297-324.
11. Ennis, C. D., & McCauley, M. T. (2002). Creating urban classroom communities worthy of trust. Journal of Curriculum Studies, 34 (2). 149-172.
12. Ferguson, A. A. (2000). Bad boys: Public schools in the making of Black masculinity. Ann Arbor: University of Michigan Press.
13. Ford, D. Y. (1996). Reversing underachievement among gifted Black students: Promising practices and programs. New York: Teachers College Press.
14. Ford, D. Y., Moore, J. L., & Milner, H. R. (2005). Beyond cultureblindness: A model of culture with implications for gifted education. Roeper Review, 27 (2). 97-103.
15. Foster, M. (1997). Black teachers on teaching. New York: The New Press.
16. Freire, P. (1998). Pedagogy of the oppressed. New York: Continuum.
17. Gay, G. (2000). Culturally responsive teaching: Theory, research, & practice. New York: Teachers College Press.
18. Gay, G., & Howard, T. (2000). Multicultural teacher education for the 21st century. The Teacher Educator, 36 (1). 1-16.
19. Gordon, B. M. (1990). The necessity of African-American epistemology for educational theory and practice. Journal of Education, 172 (3). 88-106.
20. Gordon, B. M. (2001). The criticality of racism in education at the dawn of the new millennium. In S. H. King & L. A. Castennell (Eds.), Racism and racial inequality: Implications for teacher education (pp. 15-32). Washington, DC: AACTE Publications.
21. Guba, E., & Lincoln, Y. (1994). Competing paradigms in qualitative research. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 105-117). Thousand Oaks, CA: Sage.
22. hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.
23. Howard, G. R. (1999). We can't teach what we don't know: White teachers, multiracial schools. New York: Teachers College Press.
24. Howard, T. C. (2001). Telling their side of the story: African American students' perceptions of culturally relevant teaching. The Urban Review, 33 (2). 131-149.
25. Irvine, J. (1992). Making teacher education culturally responsive. In M. E. Dilworth (Ed.), Diversity in teacher education (pp. 779-792). San Francisco: Jossey-Bass.
26. Jackson, A. W., & Davis, G. A. (2000). Turning points 2000: Educating adolescents in the 21st century: A report of Carnegie Corporation of New York. New York: Teachers College Press.
27. James, C. E. (2004). Urban education: An approach to community-based education. Intercultural Education, 15 (1). 15-32.
28. Johnson, L. (2002). "My eyes have been opened": White teachers and racial awareness. Journal of Teacher Education, 53 (2). 153-167.
29. Kozol, J. (1992). Salvage inequalities: Children in America's schools. Boston: Houghton Mifflin.
30. Ladson-Billings, G. (2001). Crossing over to Canaan: The journey of new teachers in diverse classrooms. San Francisco: Jossey-Bass.
31. Ladson-Billings, G., & Tate, B. (1995). Toward a critical race theory of education. Teachers College Record, 97, 47-67.
32. Lewis, A. E. (2001). There is no "race" in the schoolyard: Color-blind ideology in an (almost) all White school. American Educational Research Journal, 38 (4). 781-811.
33. McAllister, G., & Irvine, J. J. (2002). The role of empathy in teaching culturally diverse students: A qualitative study of teachers' beliefs. Journal of Teacher Education, 53 (5). 433-443.
34. McIntosh, P. (1990). White privilege: Unpacking the invisible knapsack. Independent School, 90 (49). 31-36.
35. Milner, H. R. (2003a). Reflection, racial competence, and critical pedagogy: How do we prepare preservice teachers to pose tough questions? Race, Ethnicity, and Education, 6 (2). 193-208.
36. Milner, H. R. (2003b). Teacher reflection and race in cultural contexts: History, meaning, and methods in teaching. Theory into Practice, 42 (3). 173-180.
37. Milner, H. R. (2005). Stability and change in prospective teachers' beliefs and decisions about diversity and learning to teach. Teaching and Teacher Education, 21 (7). 767-786.
38. Milner, H. R. (2006). Classroom management in urban classrooms. In C. M. Evertson & C. S. Weinstein (Eds.), The handbook of classroom management: Research, practice & contemporary issues (pp. 491-522). Mahwah, NJ: Lawrence Erlbaum.
39. Milner, H. R., & Smithey, M. (2003). How teacher educators created a course curriculum to challenge and enhance preservice teachers' thinking and experience with diversity. Teaching Education, 14 (3). 293-305.
40. Milner, H. R., & Woolfolk Hoy, A. (2003). A case study of an African American teacher's self efficacy, stereo-type threat, and persistence. Teaching and Teacher Education, 19, 263-276.
41. Morris, J. E. (2004). Can anything good come from Nazareth? Race, class, and African American schooling and community in the urban South and Midwest. American Educational Research Journal, 41 (1). 69-112.
42. Norris, J. A. (2003). Looking at classroom management through a social and emotional learning lens. Theory into Practice, 42 (4). 313-318.
43. Paley, V. G. (2000). White teacher. Cambridge, MA: Harvard University Press.
44. Polacco, P. (1994). Pink and say. New York: Penguin Putnam.
45. Richardson, V., & Placier, P. (2001). Teacher change. In V. Richardson (Ed.), Handbook of research on teaching (pp. 905-950). Washington, DC: American Educational Research Association.
46. Rios, F. A. (1996). Teacher thinking in cultural contexts. Albany: State University of New York Press.
47. Schon, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
48. Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52, 613-629.
49. Suskind, R. (1998). A hope in the unseen: An American odyssey from the inner city to the ivy league. New York: Broadway.
50. Tatum, B. D. (1992). Talking about race, learning about racism: The application of racial identity development theory in the classroom. Harvard Educational Review, 62 (1). 1-24.
51. Tatum, B. D. (2001). Professional development: An important partner in antiracist teacher education. In S. H. King & L. A. Castenell (Eds.), Racism and racial inequality: Implications for teacher education (pp. 51-58). Washington, DC: AACTE Publications.
52. Valli, L. (1997). Listening to other voices: A description of teacher reflection in the United States. Peabody Journal of Education, 72 (1). 67-88.
53. Weiner, L. (2003). Why is classroom management so vexing for urban teachers? Theory into Practice, 42 (4). 305-312.
54. Wiest, L. R. (1998). Using immersion experiences to shake up preservice teachers' views about cultural differences. Journal of Teacher Education, 49 (5). 358-365.
55. Woolfolk, A. (1998). Educational psychology (7th ed.). Boston: Allyn & Bacon.