A Transformative Multicultural Approach

The purpose of this study was to probe participant recommendations on content form and medium for preservice teachers (PTs) in use of authentic resources focused on the Illinois Indians. I also explored how perspectives from 3 levels of educators informed the recommendations and multicultural education (ME). Research questions involved perceptions, attributes and needs of PTs. Data sources included: 1) interviews/focus groups--curriculum specialists, teachers, and PTs; 2) demographic data and critiques of eight mediums--to position participants relative to ME and medium usage. Findings included participant recommendations for: a pedagogical content knowledge form; mediums--digital resources, children’s literature and museum discovery kits. Constant comparison analysis also yielded challenges to ME. The findings have implications for: 1) using authentic ethnic minority content in social studies methods classes; 2) designing prepackaged pedagogical content knowledge; 3) examining ME vs. historical thinking; 4) informing the rift between academic historians and social studies adherents.