This book reports an ethnographic study of thirty teachers from
eighteen schools who participated in a staff development programme
in multicultural education. The study examines how multicultural
education was actually presented to teachers, and areas in which
their classroom teaching and perception of students changed over
the two-year period.
Although most of the teachers reported learning a good deal,
changes in their teaching and their discussions of teaching were
fairly limited. After reporting the data, the book examines why
changes were limited, analyzing three areas: the nature of staff
development and how multicultural education was packaged; the
structure of schools as institutions; and the identities and life
experiences of teachers as White women, often from working class
backgrounds.
General
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