Citation

Identifying the South African in our multicultural ed teaching: A duoethnography reflecting on the effects of travel study on teaching

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Abstract:

Two graduate students (one from Chile and one from the U.S.) traveled to South Africa for approximately three weeks in 2013. There both students studied alongside post-grad students from a leading South African university and visited a variety of R-12 schools surrounding the Pretoria, Johannesburg and Cape Town areas. Both of these graduate students also teach multicultural education as GTAs in a public university in the Midwestern region of the United States that enrolls predominately white, Christian, heterosexual, monolingual English students (Raible, Sierk & Sudbeck, 2013). All teacher education candidates are required to matriculate in this course, which is guided by Paulo Freire’s axiom: “It is not our role to speak to the people about our own view of the world, nor to attempt to impose that view on them, but rather to dialogue with the people about their view and ours” (Freire, 1970: 96, emphasis added). Dialogue is generated in this course to discuss controversial and taboo topics, such as religious diversity, race, ethnicity, socioeconomic status, gender, LGBTQA, culture and linguistic diversity, and the ways these issues are alleviated or made more problematic through schooling. This paper uses duoethnography (Chang, Ngunjiri & Hernandez, 2013), a dialogic version of autoethnography, to describe the reflections that the two authors had on their South African travel study experience and the incorporation of these experiences into their multicultural education teaching after the trip.

Author's Keywords:

auto-ethnography, multicultural education, graduate teaching assistants
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Association:
Name: Comparative and International Education Society Annual Conference
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p707028_index.html
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MLA Citation:

Flanagan, Andrea. and Sudbeck, Kristine. "Identifying the South African in our multicultural ed teaching: A duoethnography reflecting on the effects of travel study on teaching" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada, <Not Available>. 2014-12-10 <http://citation.allacademic.com/meta/p707028_index.html>

APA Citation:

Flanagan, A. and Sudbeck, K. "Identifying the South African in our multicultural ed teaching: A duoethnography reflecting on the effects of travel study on teaching" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada <Not Available>. 2014-12-10 from http://citation.allacademic.com/meta/p707028_index.html

Publication Type: Panel Paper
Abstract: Two graduate students (one from Chile and one from the U.S.) traveled to South Africa for approximately three weeks in 2013. There both students studied alongside post-grad students from a leading South African university and visited a variety of R-12 schools surrounding the Pretoria, Johannesburg and Cape Town areas. Both of these graduate students also teach multicultural education as GTAs in a public university in the Midwestern region of the United States that enrolls predominately white, Christian, heterosexual, monolingual English students (Raible, Sierk & Sudbeck, 2013). All teacher education candidates are required to matriculate in this course, which is guided by Paulo Freire’s axiom: “It is not our role to speak to the people about our own view of the world, nor to attempt to impose that view on them, but rather to dialogue with the people about their view and ours” (Freire, 1970: 96, emphasis added). Dialogue is generated in this course to discuss controversial and taboo topics, such as religious diversity, race, ethnicity, socioeconomic status, gender, LGBTQA, culture and linguistic diversity, and the ways these issues are alleviated or made more problematic through schooling. This paper uses duoethnography (Chang, Ngunjiri & Hernandez, 2013), a dialogic version of autoethnography, to describe the reflections that the two authors had on their South African travel study experience and the incorporation of these experiences into their multicultural education teaching after the trip.


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