Transcending Monocultural Life Experiences for Pakeha Trainee Teachers

Abstract

As New Zealand society becomes increasingly diverse, teachers remain a relatively homogenous group. It is important for teacher training to help prospective Pakeha teachers to transcend monocultural life experiences, to support their development as effective multicultural educators. International research evidences the lack of self-awareness which monocultural life experience can create, resulting in unconscious and unintended intolerance towards other perspectives and values. This article reviews three selected training strategies: teaching experience, case method and interactive performance, in relation to their potential in addressing this issue. It concludes by discussing implications for teacher training institutions and future research.