a] "One area of research and debate in the teacher education field
that has demanded more and more attention in the past two decades is the question of how
to best prepare teachers to teach all students in ways that promote equity and
excellence." What is ‘equity’, and why has it become accepted as a major
concern of contemporary Western societies, and thus of education systems? Why is it a
worthy goal of Christian teacher education programs? What scriptural evidence can be
offered in terms of how Christians should respond to the issue of ‘equity’?
b] According to the data, the institutions surveyed "fit the
national trend toward producing new teachers who are largely Caucasian and female."
For what reasons would Christian teacher education programs, and such programs in general,
attract a homogeneous clientele? What does this suggest about society’s view of
education, and of teachers? What should/could Christian institutions do to counter/support
this trend?
c] The survey suggests that Christian colleges are aware of issues
related to multiculturalism and are requiring students to engage with them. This takes the
form of "separate courses focusing wholly on multicultural education" or the
integration of "multicultural perspectives into all courses." What are the
‘pros’ and ‘cons’ of each approach? What is the role of field
experience in giving students an understanding of multicultural education? What is your
response(s) to these suggestions?
d] The survey reveals some discrepancies between stated program
requirements concerning multicultural education and results relating to the structure and
content of particular courses. For example, "while 48% of the institutions claim to
offer separate courses in multicultural education, only 13% of the faculty survey
respondents appear to be teaching those courses." What reasons might be given to
explain such discrepancies? Do they pose a problem for the results of the study?
e] There is also diversity between the institutions’ official
policies (70% address multicultural issues in their philosophy statements and 75% consider
all faculty to be responsible for such issues) and the results of the faculty survey,
which found that 51% of the participants see the issue as a minimal or nonexistent
responsibility, and that time for professional development in the area is almost
non-existent. What do such findings suggest about the ‘gap’ between
‘theory’ and ‘practice’ in these (if not all) educational
institutions? If the ‘theory’ - the philosophical policy statements - constitute
the aims of the institutions in the area of multicultural education, for what reasons
might the ‘reality’ fall somewhat short? Explore the extent to which the
deterrents identified in the work of Gollnick, et. al., (1980), are relevant to the
institutional settings of the colleges represented in this study? Why might "lack of
ownership" have been identified as a "stronger deterrent"? What does this
show about particular attitudes towards multicultural education? How is your institution
dealing with issues such as those addressed here?
f] The data showed that "learning styles and culturally sensitive
instructional practices receive the strongest emphasis…while the weakest emphasis is
placed on learning about specific ethnic groups and exploring one’s own ethnic and
cultural identity." If the latter is considered by "many multicultural
theorists…as a first step toward understanding and working with people from other
cultures," why is it given only secondary emphasis in the courses described in this
study?
g] An element of the debate over the place of multicultural education
in Christian institutions is its degree of congruence with Christian beliefs. For the
respondents to this survey, although there was concern about an "overemphasis on
tolerance versus shared standards and beliefs and a tendency toward moral relativism, only
5% stated that the philosophies and goals of multicultural education conflict[ed] with
their Christian beliefs." What is the difference between ‘tolerance’ and
‘shared standards and beliefs’? For what reasons might there be a "tendency
towards moral relativism" in multicultural education? Why would these factors be a
‘concern’ for Christian educators? In what ways, if any, should the approach to
multicultural education within a Christian institution be ‘different’ to the
approach taken elsewhere?