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The Urban Review

, Volume 46, Issue 4, pp 597–619 | Cite as

High School Students’ Exposure to Diversity in an Urban Teaching Academy and Their Conceptions of Its Place in Future Practice

  • Edward C. FletcherJr.
Article
First Online:

Abstract

This study explored the meaning high school Urban Teaching Academy participants ascribed to the critical term of diversity and how that translated into shaping their philosophies on how to address the issue in their future classrooms. Findings indicated that perceptions of diversity and its place in the curriculum were most likely related to the emphasis of the concept in the program. Thus, those participants who were taught by a teacher who included more discourse on the topic of diversity embraced a culturally relevant pedagogical stance. Whereas, those participants taught by a teacher who discussed diversity through the lens of differentiated instruction adopted a color-blind perspective.

Keywords

Color-blind Culturally relevant pedagogy Diversity Teacher education Urban education 
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Copyright information

© Springer Science+Business Media New York 2013

Authors and Affiliations

  1. 1.Department of Adult, Career and Higher EducationUniversity of South FloridaTampaUSA

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