Culturally Dominant Preservice Teachers in the USA: Historically and Politically Ethnic Self-Identity Discovery through Technology to Deliver More Sensitive and Effective Multicultural Instruction

Abstract

Through the process of generations of assimilation, culturally dominant native English speaking preservice educators in the United States have lost their own cultural identity.  Reconnecting to their cultural roots can assist them in understanding their own cultural self-identity, which will engender more empathy towards their students of other cultures.  With a better vision of the benefits of a multicultural approach to classroom instruction, preservice teachers will be more inclined to implement multicultural instructional strategies into their own planning for daily curriculum.  Advances and applications in technology can provide multicultural educators with tools to assist preservice educators in discovering their own ethnic roots.  Becoming more knowledgeable about one’s own culture and identity will encourage future teachers to be more cognizant of the importance of including similar tactics for their own students.