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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