A Bit Of A Chameleon Act Case Study

Allard, A. C. (2006). 'A bit of a chameleon act ': a case of one teacher 's understandings of diversity. European Journal of Teacher Education, 319-340.

"While for political, economic and social justice reasons, there is now an emphasis on ensuring that all children achieve educationally, including those whose ethnicity, 'race ' or socio-economic status are different from the dominant culture, multiple and often contradictory discourses operate concerning how teachers should work with diversity". The article is based on a case study focused around one teacher 's perspective on diversity. The author provides the reader with research from Australia, North America, and the United Kingdom to support the theories concluded around the findings.

The importance of self awareness and esteem are necessary components in considering the whole child. The elementary level is the prime time to focus on building up a child 's self concept. The role of the teacher is to provide opportunities for young children to develop self concepts through age appropriate experiences that foster exploration and discovery which lends to self awareness. Two major components of self-concepts that every educator needs to keep in mind are (1) understanding their students, and (2) aiding their students in understanding and accepting themselves. In order to support the development of healthy self-concepts educators must be mindful of fostering experiences that encourage positive

There are many challenges that a teacher can face when teaching students of various cultures that are different from their own. These challenges can be based on the teacher’s unfamiliarity with their student’s cultural backgrounds and the communities own established cultural dynamic. This article is based on the developments of three students in pre-service teacher programs. The study follows them for two years and focuses on the ideas, beliefs and how they are developed with respect to teaching diverse students in an urban environment. The concept of heterogeneity and how it is applied to the white, female, middle class pre-service student is defined in this article as the differences that exist amongst what is considered the traditional student. The development of professional identity is an integral part of this research. The understanding that most black children will encounter predominantly white teachers creates an urgency in understanding what is important for pre-service students in the education profession to know or to