Reconceptualizing a teachers college from Eurocentric to multicultural

The purpose of the study was to examine the meaning of multiculturalism in a college of teacher education. The research questions were: (1) What is the meaning of multiculturalism in teacher education? (2) How can a college change from Eurocentric to multi-cultural? (3) What is required of faculty and administrators to become multicultural educators who in turn facilitate the training of effective multicultural educators for a pluralistic society? Semistructured interviews were conducted with 25 faculty and administrators in the teachers college of a large midwestern university. The college was found to be implementing aspects of multicultural education without an understanding of the meaning of multiculturalism. The literature search indicated that to effectively become multicultural the college needed a strong philosophical base defining multicultural education. A broad definition of culture including issues of racism, classism, sexism, abelism, and global issues was recommended. The faculty and administrators revealed a wealth of knowledge and wisdom about human understanding and the importance of multicultural ideals. Conflicting ideas about multiculturalism and confusion about NCATE mandates were also apparent. Consequently, the metaphor of a drama of reconceptualization emerged as a 20th century morality play in which the administrators and faculty--the players--were seen to be performing the roles of Knowledge, Commitment, Conscience, Equality, Affirmation, Wisdom, and Ignorance during a process of educational change. Two theoretical ideals promoting dialogues within the college were proposed to facilitate the drama: the process of democratic cultural pluralism (Lynch, 1986) promoting critical thinking, and Friedmann\u27s (1973) transactive planning. Acknowledged experts would be invited to bring the processed knowledge concerning theories, concepts, and models. Invited community and school advisors would bring the practical knowledge drawn from experience. The study further recommended that the college (a) employ a multicultural specialist to facilitate the dialoguing process, (b) create an interdepartmental and interactive model for the multicultural education course, (c) require the students to experience a wide variety of intercultural experiences, and (d) incorporate a global perspective