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Cited by 1,117

The DOI matches its Crossref record; 10 of the 10 references it cites were found in a registry or an index.

Developing Cultural Critical Consciousness and Self-Reflection in Preservice Teacher Education

Gay, Geneva, Kirkland, Kipchoge·2003·Theory Into Practice
DOI 10.1207/s15430421tip4203_3
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Abstract

In this article, the authors argue that developing personal and professional critical consciousness about racial, cultural, and ethnic diversity should be a major component of preservice teacher education. They discuss some maneuvers teacher education students use to avoid engaging with racial issues in education, and suggest some strategies for counteracting them. The resistance strategies include silence, diversion, guilt, and benevolent liberalism. Techniques to offset these and develop critical cultural consciousness and self-reflection include creating learning expectations of criticalness, modeling, providing opportunities to practice critical consciousness, and translating conceptual multicultural education into K-12 instructional possibilities. Woven throughout the specific suggestions is the general directive that critical consciousness learning experiences should take place within the context of guided practice, authentic examples, and realistic situations.

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Citations

Cites

Show all 10 references

Research works printed but not linked: 4

  1. Gay, G. (2000). Culturally responsive teaching: Theory, research, & practice. New York: Teachers College Press.
  2. Kirkland, K. (2001). Brothers in the spotlight: Effects on critical cultural consciousness of African American males in a suburban high school. Unpublished doctoral dissertation, University of Washington, Seattle. Critical Consciousness and Self-Reflection
  3. Valli, L. (Ed.). (1992). Reflective teacher education: Cases and critiques. Albany, NY: SUNY Press.
  4. Vavrus, M. (2002). Transforming the multicultural education of teachers. New York: Teachers College Press.

Cited by

See all 1,117

Metadata

Authors
Gay, G., & Kirkland, K.
Venue
Theory Into Practice
Publisher
Informa UK Limited
Published
2003-08
Volume
42
Issue
3
Pages
181-187
ISSN
  • 0040-5841 (ISSN-L)
  • 1543-0421
DOI
10.1207/s15430421tip4203_3
OpenAlex
W2021172671
Cited by
1,117
References
10
FWCI
21.84
Type
journal article
Language
en
Open access
closed

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CoChat. (2026). Citation check: Developing Cultural Critical Consciousness and Self-Reflection in Preservice Teacher Education. https://app.cochat.ai/papers/10.1207/s15430421tip4203_3
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Gay, G., & Kirkland, K. (2003). Developing Cultural Critical Consciousness and Self-Reflection in Preservice Teacher Education. Theory Into Practice. https://doi.org/10.1207/s15430421tip4203_3

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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.