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Using Multicultural Literature to Develop Empathy and Compassion in Preservice Teachers: a First Step in Preparing Culturally Responsive Teachers

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Using Multicultural Literature to Develop Empathy and Compassion in Preservice Teachers: a First Step in Preparing Culturally Responsive Teachers Georgia Southern University Digital Commons@Georgia Southern Electronic Theses and Dissertations Graduate Studies, Jack N. Averitt College of Summer 2005 Using Multicultural Literature to Develop Empathy and Compassion in Preservice Teachers: A First Step in Preparing Culturally Responsive Teachers Lyndall Harrison Warren Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/etd Part of the Bilingual, Multilingual, and Multicultural Education Commons, and the Pre- Elementary, Early Childhood, Kindergarten Teacher Education Commons Recommended Citation Warren, Lyndall Harrison, "Using Multicultural Literature to Develop Empathy and Compassion in Preservice Teachers: A First Step in Preparing Culturally Responsive Teachers" (2005). Electronic Theses and Dissertations. 489. https://digitalcommons.georgiasouthern.edu/etd/489 This dissertation (open access) is brought to you for free and open access by the Graduate Studies, Jack N. Averitt College of at Digital Commons@Georgia Southern. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact [email protected]. USING MULTICULTURAL LITERATURE TO DEVELOP EMPATHY AND COMPASSION IN PRESERVICE TEACHERS: A FIRST STEP IN PREPARING CULTURALLY RESPONSIVE TEACHERS by LYNDALL HARRISON WARREN Under the direction of Dr. Ming Fang He ABSTRACT The study explored possibilities for change in the Early Childhood Teacher Education Program in the John H. Lounsbury School of Education at Georgia College & State University (GC&SU). Concern for the lack of diversity in the teaching population increased when the demographics for preservice teachers were examined. Reports by Marilyn Cochran-Smith, Danne Davis, and Kim Fries (2004) show that there is an overwhelming presence of whiteness in teacher education. These data show that, depending upon the institution and location, 80-93% of the students enrolled in collegiate education programs are white (Cochran-Smith, Davis, & Fries, 2004). These phenomena are represented in the enrollment of the teacher education programs at GC&SU. For this reason the study addressed issues of diversity that have implications for teacher education programs not only locally but also nationally. Nationwide, teacher education is faced with the growing challenge of not only recruiting a more diverse population of perservice teachers but also, more immediately, preparing predominately white teachers who not only understand culturally responsive pedagogy but also are well prepared to implement effective teaching strategies for children who are different from themselves. The theoretical framework for this study has two distinct strands. The first is culturally responsive teaching as it has been theorized in the work of Geneva Gay (2000). 2 The second strand is Martha Nussbaum’s (1997) theory of narrative imagination, which is supported by Maxine Greene’s (1995b, 1978) notion of cultivating the literary imagination to improve judgment and enhance sensitivity. This framework represents one way to explore programmatic changes that can assist in the preparation of preservice teachers who respond to the diversity found in classrooms by implementing teaching practices that are culturally responsive to the students. The study was conducted using the cross-cultural narrative method of inquiry (He, 2003). The participants included four white, middle class females who were enrolled in the senior cohort of the Early Childhood Teacher Education Program at GC&SU. Data collection methods included the school portraiture, participant profiles, autobiographies that explored the cultural roots of the participants, critical writings completed by participants, and participant interviews. Data was analyzed to determine existing stereotypes; to assess the participants’ awareness of group dominance, stereotypes, racism, and/or oppression; to ascertain whether or not the experiences of the study influenced change in the personal, cultural and/or racial attitudes and beliefs of participants who will become more culturally responsive in their teaching practices. Diversity is not a choice but a way of life. Using multicultural literature to develop empathy and compassion towards others is only the first, perhaps a most appropriate, step to prepare culturally responsive teachers in an increasingly diversified society. Although my study focuses on the White middle class female population of the teaching force in predominant White and rural areas in the United States, I believe that it has implications for enhancing mutual respect and understanding, cultivating empathy 3 and compassion, and developing culturally responsive pedagogy for all children to reach their highest potential. 4 USING MULTICULTURAL LITERATURE TO DEVELOP EMPATHY AND COMPASSION IN PRESERVICE TEACHERS: A FIRST STEP IN PREPARING CULTURALLY RESPONSIVE TEACHERS by Lyndall Harrison Warren B.S., Georgia College, 1977 M.Ed., Georgia College, 1981 Ed. S., Georgia College, 1994 A Dissertation Submitted to the Graduate Faculty of Georgia Southern University in Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION STATESBORO, GEORGIA 2005 5 © Lyndall Harrison Warren All Rights Reserved 6 USING MULTICULTURAL LITERATURE TO DEVELOP EMPATHY AND COMPASSION IN PRESERVICE TEACHERS: A FIRST STEP IN PREPARING CULTURALLY RESPONSIVE TEACHERS by LYNDALL HARRISON WARREN Major Professor: Ming Fang He Committee: Michael McKenna Dee Russell William Reynolds John Weaver Electronic Version Approved: July 2005 7 DEDICATION To my life partner and best friend, David, For your constant love, support, and encouragement For your willingness to freely give of yourself, Your time and your talents For believing in me and encouraging me to achieve my dreams For being there to share the disappointments But most importantly the celebrations Thank you I love you. To my wonderful children, Amy and Andy For understanding and encouraging me For your patience and willingness to listen Most of all, For your unconditional love. Remember always that I believe in you and wish you the best Stay true to yourselves, follow your dreams I love you both. 8 ACKNOWLEDGEMENTS I would like to express my sincere appreciation to my dissertation chair, Dr. Ming Fang He. She gave freely of herself, offering encouragement, guiding me patiently through my research. She constantly challenged my thinking, helping me to further my development as a researcher and teacher educator. My expressions of gratitude are also extended to my committee members. I would like to recognize Dr. Michael McKenna who provided much time and dedication to my work; Dr. William Reynolds for the strong foundation that he provided for me in his classes; Dr. Dee Russell, my friend and colleague who provided me with hope and encouragement and who agreed unselfishly to take on the responsibility of serving on my committee; and Dr. John Weaver who graciously agreed to read my dissertation and serve on my committee during my defense. A special note of love and appreciation goes to my parents for their support throughout this process. They were there for me whenever I needed them, willing to do whatever was necessary to help. I must also recognize my “extended academic family,” Carla Ross, Paula Baker, and Carol Williams. These women accepted me with open arms, offered support, and provided me with a safe place to question my own cultural roots. Sincere appreciation is also extended to the faculty of John H. Lounsbury School of Education. This group of people has helped me to achieve a dream. Without them I would not be where I am today. I am truly grateful to be a part of such a wonderful academic family. 9 TABLE OF CONTENTS Page DEDICATION ................................................................................................................7 ACKNOWLEDGEMENTS ............................................................................................8 CHAPTER I. INTRODUCTION .........................................................................................14 A. Context of Study ...............................................................................14 B. Research Questions...........................................................................25 C. Autobiographical Roots......................................................................25 D. Summary of the Study ......................................................................39 II. REVIEW OF THE LITERATURE................................................................42 A. Culturally Responsive Pedagogy.......................................................42 B. Imagination and Literature ................................................................55 C. Meeting the Challenge of Diversity...................................................62 D. Summary of the Literature ................................................................71 III. METHODOLOGY.......................................................................................73 A. Theoretical Framework.....................................................................73 B. Cross-Cultural Narrative Inquiry.......................................................76 C. Data Collection Methods...................................................................80 1. School Portraiture ..................................................................81 2. Participant Program Profiles...................................................86
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