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Interviews explored candidates’ views on culture, privilege, and social inequality, with field placements in high-poverty elementary schools serving many linguistic and ethnic minority students. Findings show cultural appreciation growth, but limited engagement with privilege and systemic inequality, plus difficulty articulating power dynamics across both contexts. The study recommends clearer support for culturally relevant pedagogy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-teacher-education-volume-46-issue-5-article-4-student-articulations-of-critical-multicultural-education-concepts-from-one-study-abroad-experience-in-new-zealand/594006/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-teacher-education-volume-46-issue-5-article-4-student-articulations-of-critical-multicultural-education-concepts-from-one-study-abroad-experience-in-new-zealand/594006.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Who participated in the study and where did the field experience take place?","Question",{"text":112,"@type":113},"Six teacher candidates in a U.S.-based teacher preparation program participated. Their semester-long study abroad field experience occurred in high-poverty elementary schools in West Auckland, New Zealand, with many linguistic and ethnic minority students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What did the interviews focus on?",{"text":117,"@type":113},"Interviews addressed candidates’ understandings of culture, privilege, and social inequality, and whether they recognized aspects of culturally responsive pedagogy during their placements.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings about students’ learning outcomes?",{"text":121,"@type":113},"Responses showed development of cultural appreciation, but insufficient engagement with issues related to privilege and social inequality. Candidates also struggled to articulate power and systemic privilege in both the New Zealand and home U.S. contexts.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594006,1792167561,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 46  Issue 5 | Article 4 |\n| --- | --- |\n| 2021\u003Cbr>Student Articulations of Critical Multicultural Education Concepts from One Study Abroad Experience in New Zealand\u003Cbr>Erika Feinauer\u003Cbr>Brigham Young University\u003Cbr>Erin Feinauer Whiting Brigham Young University\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Bilingual, Multilingual, and Multicultural Education Commons, and the Teacher Education and Professional Development Commons |  |\n\nRecommended Citation  \nFeinauer, E., & Feinauer Whiting, E. (2021) . Student Articulations of Critical Multicultural Education Concepts from One Study Abroad Experience in New Zealand. Australian Journal of Teacher Education, 46(5) .  \nRetrieved from [https://ro.ecu.edu.au/ajte/vol46/iss5/4](https://ro.ecu.edu.au/ajte/vol46/iss5/4)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol46/iss5/4](https://ro.ecu.edu.au/ajte/vol46/iss5/4)  \nStudent Articulations of Critical Multicultural Education Concepts from One  \nStudy Abroad Experience in New Zealand  \nErika Feinauer  \nErin Feinauer Whiting  \nBrigham Young University, USA  \nAbstract: This study examines how six teacher candidates in one U.S.  \nbased teacher preparation program articulate understandings of  \ncritical multicultural education concepts after afield experience in a  \nstudy abroad program in New Zealand. Teacher candidates were  \ninterviewed about their understandings of culture, privilege, and  \nsocial inequality. Field placements were in high poverty elementary  \nschools with high numbers of linguistic and ethnic minority students.  \nTeacher candidate responses revealed development of cultural  \nappreciation but a lack of engagement with issues related to privilege  \nand social inequality. Teacher candidates further had difficulty  \narticulating issues ofpower and systemic privilege enacted either in  \nthe New Zealand context, or in their home cultural context in the  \nUnited States. This study calls for more explicit support for teacher  \ncandidates as they grapple with recognizing and practicing a  \nCulturally Relevant Pedagogy in order to realize the potential of  \ndiverse study abroad field experiences for teacher preparation.  \nIntroduction  \nAs teacher educators, we are interested in understanding how to best prepare our teacher candidates for working with culturally and linguistically diverse students in school settings across the United States. Most teacher candidates are White/European American, middle class women, many who have not had substantial experiences with diverse students or with English language learners (Lowenstein, 2009; Hertzog, 2011; Howard, 2006; Gillespie et al., 2002) . However, given the increasing ethnic, racial and linguistic diversity of students in U.S. classrooms, teacher preparation programs must attend to preparing teacher candidates for work with culturally diverse students in explicit and deliberate ways.  \nUniversity level teacher preparation programs include at least one required class on teaching students from diverse backgrounds. Courses often emphasize the development of selfreflection through which teacher candidates examine their attitudes and beliefs about race, culture, and class differences (Banks, 1996; Gay, 2000; Gay & Kirkland, 2003; Gorski, 2009; 2010; Sleeter & Grant, 1987; 2006). The end goal of this type of class is to prepare teachers to enter increasingly diverse U.S. public schools to work as allies by way of taking up underlying issues of power, privilege and cultural identity (Dolby, 2000; Gorski, 2010; Hill-Jackson, 2007; Wilbur & Scott, 2013) . Teacher candidates also typically participate in one or two practicum experiences during their teacher preparation program. These practicum experiences may become  \ntransformation","cbCaikHlbjT4FzqN","https://ap.wps.com/l/cbCaikHlbjT4FzqN","pdf",257124,22,"English","# Abstract\n# Introduction\n# Teacher Preparation\n# Study Design and Setting\n# Findings and Implications","[{\"question\":\"Who participated in the study and where did the field experience take place?\",\"answer\":\"Six teacher candidates in a U.S.-based teacher preparation program participated. Their semester-long study abroad field experience occurred in high-poverty elementary schools in West Auckland, New Zealand, with many linguistic and ethnic minority students.\"},{\"question\":\"What did the interviews focus on?\",\"answer\":\"Interviews addressed candidates’ understandings of culture, privilege, and social inequality, and whether they recognized aspects of culturally responsive pedagogy during their placements.\"},{\"question\":\"What were the main findings about students’ learning outcomes?\",\"answer\":\"Responses showed development of cultural appreciation, but insufficient engagement with issues related to privilege and social inequality. Candidates also struggled to articulate power and systemic privilege in both the New Zealand and home U.S. contexts.\"}]","Australian Journal of Teacher Education - Volume 46 - Issue 5 - Article 4 - Student Articulations of Critical Multicultural Education Concepts from One Study Abroad Experience in New Zealand | PDF",1792078356,55]