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Dialogic Pedagogy and Educating Preservice Teachers for Critical Multiculturalism

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  • Nermine Abd Elkader

Abstract

The study investigates the potentials of educating preservice teachers for critical multiculturalism through dialogic pedagogy. The study findings suggest that dialogic pedagogy experienced some successes in encouraging preservice teachers to revise their worldview about certain topics in the multicultural curriculum about which they were not initially open to dialogue. The study should contribute to the literature of dialogic pedagogy and multicultural education in terms of suggesting more democratic educational approaches toward teaching the controversial topics of the multicultural curriculum.

Suggested Citation

  • Nermine Abd Elkader, 2016. "Dialogic Pedagogy and Educating Preservice Teachers for Critical Multiculturalism," SAGE Open, , vol. 6(1), pages 21582440166, February.
    • Handle: RePEc:sae:sagope:v:6:y:2016:i:1:p:2158244016628592
    DOI: 10.1177/2158244016628592
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