Professional Documents
Culture Documents
Article Critique
ETEC 500
Claude DSouza
4167007
Section 64B
In their case study, Lenski, Crawford, Crumpler, and Stallworth (2005) address the
issue of how to train preservice teachers to be more culturally aware and responsive, so
that they can effectively teach in the culturally diversified classrooms of today.
Lenski et al. (2005) chose to focus on their qualitative information gathered from the
collected data included (1) neighborhood observations, (2) reflections of a school bus ride,
(3) observations of school sites, (4) observational field notes and reflections of community
sites, (5) interviews of six preservice teachers during the project, (6) student papers
describing ways to address cultural issues in classrooms, and (7) final ethnographic papers
(Lenski et al., 2005, p. 5-6). The students were taught how to conduct ethnographic
research before and during the study. The process included professional instruction in the
community site observations (students were encouraged to take notes during initial visits,
then become participant observers), concluded with a final paper and presentation by the
students.
Lenski et al. (2005) organized findings into four major areas: cultural views, thoughts
unwarranted cultural assumptions from observations to light via in-class discussions, and
worked with the students on not passing judgements too quickly, the quality of the
ethnography improved. Furthermore, the students recognized their own culture, and
realized the importance of such cultural awareness in better understanding their future
students. Second, through the project, students learned that diversity is not simply confined
to race, and that as teachers, they must be aware of all kinds of diversity in their classroom.
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Third, over time, students became more comfortable with their role as participant observers.
Finally, the researchers found that the preservice teachers had little difficulty applying their
discussed how material in class could be connected with students lives, how to encourage
students to use background knowledge, and how to differentiate teaching. Lenski et al.
Overall, I thought that Lenski et al. (2005) provided sufficient detail in describing their
study, which included a clear focus and details as to how the research was carried out. One
major concern I have with the collected data is that it mostly comprises of information that
the students gathered during their own ethnographic study, and since these students had
little or no experience as participant observers, they may have just been giving the
researchers what they were looking for, rather than really changing the way they thought
about the culture and diversity of their future classrooms. These findings would be more
credible if the researchers observed the teachers in their classrooms years later to see if
they are in fact demonstrating an awareness of, and responding to, their students culture.
Furthermore, the researchers admitted that their sample size was small, and that a similar
study would be needed in a broader context to determine if all preservice teachers would
benefit from such an educational approach. Finally, while I agree that it is important for
seemed to me that Lenski et al (2005) were making generalizations about current teachers,
especially white educators, and their ability to connect with their culturally diverse students.
They did not provide any examples or evidence to show how teachers are not being
culturally responsive at present. I also find it ironic that they choose to focus on race when
introducing their research, while their participants are being trained to look beyond only skin
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colour when recognizing cultural diversity. Nevertheless, I do agree with the researchers
ethnographic studies is invaluable, not only because it will help our teachers of the future
become more culturally aware and responsive, but also because I think that it will provide
them with training and first-hand experience in the area of qualitative research that informs
their practice.
Reference:
Lenski, S.D., Crawford, K., Crumpler, T. & Stallworth, C. (2005). Preparing Preservice Teachers
in a Diverse World, Action in Teacher Education , 27(3), 3-12.