From Colorblindness to Intercultural Sensitivity: Infusing Diversity Training in PETE ProgramsQuest
AbstractIn this paper, we advocate infusing diversity training across physical education teacher education (PETE) programs and curricula (DeSensi, 1995). Specifically, we call for PETE programs to provide curriculum content and professional socialization experiences that enhance intercultural sensitivity to better prepare novice teachers for working effectively with students of various cultures and ethnicities (DeSensi, 1995; Hodge, 2003). We discuss (a) changing demographics in society and schools with implications for preparing teachers, (b) moving from ethnocentricism to ethnorelativism of intercultural sensitivity, (c) implementing NCATE diversity initiatives, (d) infusing diversity training in PETE programs, and (e) understanding physical activity and sport participation patterns of a diversity of learners and athletes. We also provide some closing arguments for implementing diversity training in PETE programs.
Copyright2004 National Association for Kinesiology in Higher Education (NAKHE).
Citation InformationJoe W. Burden Jr., Samuel R. Hodge, Camille P. O'Bryant and Louis Harrison Jr.. "From Colorblindness to Intercultural Sensitivity: Infusing Diversity Training in PETE Programs" Quest Vol. 56 Iss. 2 (2004) p. 173 - 189
Available at: http://works.bepress.com/cobryant/3/