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The Evaluation section provides information on both program assessment and
self-evaluation of one's own culture. Davidman and Davidman (1997)
explain, ". . . educators in preliminary teacher education and graduate
education programs should have the opportunity to study, discuss, and become
reflective about themselves as individuals with a dynamic, unfolding, cultural
identity, and identity that is shaped, in part, by the groups they strongly or
weakly feel a part of" (p. 3). Furthermore, Powell, Zehm, and Garcia
(1996) assert, "If you are unclear of your own cultural background and how
it socializes you into ways of interacting with students in the classroom, and
if you have had only limited cross-cultural experiences prior to teaching . . .
you might unknowingly use ethnocentric teaching practices that limit learning
for some students" (p. 8). Teachers must evaluate their own beliefs
about culture and identity before having the ability to effectively evaluate an
entire multicultural program. The ethnic self-disclosure inventory can
also be used in a college classroom setting in order to facilitate discussion of
individuals' backgrounds.
Reference:
Davidman, L. & Davidman, P.T. (1997). Teaching with a multicultural
perspective: A practical guide. New York: Longman.
Powell, R.R., Zehm, S., & Garcia, J. (1996). Field experience:
Strategies for exploring diversity in schools. Englewood Cliffs, NJ:
Merrill.
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