E-Mail Response Journals as a Tool for Facilitating Critical Reflection of Diversity Issues

Authors

Virginia E. Causey

Abstract

Teacher educators face a daunting task. As school populations diversify (Hill, 1989; Protheroe and Barsdate, 1991), the demographic trend among preservice teachers is toward more homogeneity (Cuellar and Huling-Austin, 1991; Jordan, 1995; Zimpher and Ashbum, 1989). In addition, these predominantly White, middle-class college students enter teacher education with limited experiences with persons from another ethnicity or social class (Banks, 1991; Finney and Orr, 1995; Garcia, 1993; Grant, 1991; Irvine, 1990 and 1992; Jordan, 1995; Ladson-Billings, 1991; Zimpher and Ashburn, 1989). These largely monocultural prospective teachers need structured opportunities to confront and reflect upon critical issues related to diversity. Electronic mail response journals can provide teacher educators an effective tool for such reflection, particularly in an effort to facilitate greater cultural sensitivity in young teachers.

Author's Biographies

Virginia E. Causey is an Assistant Professor in Curriculum & Instruction at Columbus State University. Her research interests include school segregation/desegregation and effective teaching of history. She is Program Director of History/Social Science Education at Columbus State University.

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Recommended Citation

Causey, V. E. (2001). E-Mail Response Journals as a Tool for Facilitating Critical Reflection of Diversity Issues. Perspectives In Learning, 2 (1). Retrieved from https://csuepress.columbusstate.edu/pil/vol2/iss1/6