Fostering Intercultural Inquiry in Subject-Area Curriculum Courses

Overview & Synopsis

This study investigates the infusion of intercultural inquiry into subject-area curriculum courses in a teacher education program. Drawing from data that include questionnaires, student assignments, and interviews, the research focuses on how student teachers responded to critical explorations of diversity within curriculum courses in second language education, early childhood education, and art education. The findings indicate that most student teachers had limited prior experiences with diversity, leading to anxiety and uncertainty about their preparedness to work in diverse classrooms. Although many were receptive to intercultural inquiry and perceived its value, some resisted efforts to critically challenge social inequality and privilege. (Contains 1 figure.)