Abstract
Eleven teacher candidates who attended a Christian liberal arts college in the U.S. met a group of Turkish college students who were Muslim weekly via Zoom at least six times. These Turkish students were future English teachers, and the American students served as English conversation partners. The present study investigated the effectiveness of a program that could facilitate positive interactions between different religious groups and an in-depth understanding of culturally responsive teaching. Student reviews, two surveys before and after the program, and in-depth interviews revealed that the American students benefited from the experiences. They learned about distinct cultural traditions and the religion of Islam, discovered the similarities shared by the U.S, and Turkish cultures, appreciated both aspects, and became friends. In addition, they showed an authentic understanding of culturally responsive learning and teaching. The study suggests that the program enhanced cultural sensitivity, including to religious diversity, and the appreciation of culturally responsive learning and teaching among teacher candidates.
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Articles in the same Issue
- Frontmatter
- Editorial Comment
- Executive editor’s comments: Racism: who loses when it happens?
- Research Articles
- Teaching students with disabilities: a comparison of PETE students’ self-efficacy in South Korea and the United States
- Teachers’ perceptions and lived experiences of challenges in culturally diverse classrooms: establishing an equitable school environment
- Bringing it all home: using local resources in teachers’ professional development
- Religious diversity and culturally responsive learning and teaching for teacher candidates
- Your favourite authors favourite authors: a bibliometric social network analysis of hip-hop education literature
- Japanese midwifery preservice professionals’ journal reflections on practicum experiences working with mothers and infants
- Are we there yet? Interrogating the education of culturally and linguistically diverese (CLD) and vulnerable learners
- How did New York City Asians and Asian Americans get a Lunar New Year school holiday?
- (Re)Imagining the future of multicultural education: reinvesting, reorienting, and reshaping multicultural education
- That one course: two surveys on multicultural counseling curriculum
Articles in the same Issue
- Frontmatter
- Editorial Comment
- Executive editor’s comments: Racism: who loses when it happens?
- Research Articles
- Teaching students with disabilities: a comparison of PETE students’ self-efficacy in South Korea and the United States
- Teachers’ perceptions and lived experiences of challenges in culturally diverse classrooms: establishing an equitable school environment
- Bringing it all home: using local resources in teachers’ professional development
- Religious diversity and culturally responsive learning and teaching for teacher candidates
- Your favourite authors favourite authors: a bibliometric social network analysis of hip-hop education literature
- Japanese midwifery preservice professionals’ journal reflections on practicum experiences working with mothers and infants
- Are we there yet? Interrogating the education of culturally and linguistically diverese (CLD) and vulnerable learners
- How did New York City Asians and Asian Americans get a Lunar New Year school holiday?
- (Re)Imagining the future of multicultural education: reinvesting, reorienting, and reshaping multicultural education
- That one course: two surveys on multicultural counseling curriculum