Striving for Critical Reflection in Multicultural and Social Justice Teacher Education: Introducing a Typology of Reflection Approaches. (May 2020)

• Record Type: Journal Article
• Authors: Gorski, Paul C.; Dalton, Kelly
• Is Part Of: Journal of teacher education. Volume 71:Number 3(2020)
• Page Start: 357
• Page End: 368
• Publication Date: 2020-05
• Subjects: reflection -- multicultural teacher education -- social justice -- multicultural education -- preservice teacher education -- critical education; Teachers -- Training of -- Periodicals; 370.71105
• DOI: 10.1177/0022487119883545
• Languages: English
• ISSNs: 0022-4871

Abstract

Multicultural and social justice teacher education (MSJTE) scholars often have argued the importance of critical reflection in the cultivation of equity and social justice minded educators. In this critical content analysis study, we used existing conceptualizations of critical reflection to analyze reflection assignments from MSJTE courses in education degree and licensing programs in the United States to identify the nature of critical reflection incorporated into them and what distinguished critical reflection opportunities from other reflective assignments. Based on this analysis, we offer the beginnings of a typology of five approaches to reflection in multicultural and social justice education courses: (a) amorphous "cultural" reflection, (b) personal identity reflection, (c) cultural competence reflection, (d) equitable and just school reflection, and (e) social transformation reflection. We describe the characteristics of each and the role they might play in MSJTE contexts.