It’s embedded!? Modeling the Tenets of Critical Pedagogy for Future Teachers Working in Multilingual and Multicultural Learning Environments
It’s embedded!? Modeling the Tenets of Critical Pedagogy for Future Teachers Working in Multilingual and Multicultural Learning Environments

Summary/Abstract: Abstract: Learning means understanding the positionality of the pro-ducers of knowledge and their power since they are those who reproduce a certain world view. If teacher education programs do not reflect issues faced by underrep-resented populations, this may leave certain groups of students marginalized and cause higher drop-out rates. Hence, this study aimed to determine whether chosen Education Preparation Programs (EPPs) in Poland and Spain embed principles of critical pedagogy in their curriculum while preparing pre-service teachers for work-ing in diverse educational environments. This study’s methodology was replicated from the analysis done by Courville-Mayers & Figueroa-Flores (2020). Content anal-ysis was used to determine the presence of critical pedagogy tenets developed by Giroux (revised in 2020) in the EPPs required courses’ syllabi. The findings show that the distribution of the CP principles is uneven, and some of the tenets found no representation in the syllabi.

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