Breaking the Cycle of Couscous Pedagogy: Are Future Teachers Empowered to Teach in Multicultural Societies?

Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals

Y

15

Foreign Countries; Preservice Teachers; Student Teachers; Student Teacher Attitudes; Student Diversity; Ethnic Groups; Comparative Education; Gender Differences; Student Teacher Evaluation; Cultural Differences; Social Bias; Gender Bias; Predominantly White Institutions; Racism

Spain; United Kingdom (England)

10.1080/02607476.2023.2274919

0260-7476
1360-0540

Despite the increasing racial diversity within British and Spanish societies, teacher education and school curricula continue to be Eurocentric and taught by predominantly White teachers. This quantitative research sought to explore the perceptions of student teachers in relation to their attitudes and preparedness to teach in ethnically diverse school contexts. Data were gathered at two universities, one in Southern Spain and the other in Northwest England. The article employs critical race theory and critical whiteness studies as frames to understand outcomes of an online questionnaire. The majority White student teacher sample across both countries register an acceptance of racial diversity and report the need for better preservice teacher education in this respect. Despite preservice teachers' positive responses to racial diversity, teacher education in both countries fails to equip them for increasingly diverse classrooms. This failure serves to replicate the enactment of whiteness and, does not develop student teachers' stated commitment to racial diversity.

As Provided

2024

EJ1428846