Teacher Education, Diversity, and Worldview Threat

• Author(s) / Creator(s)

  • van Kessel, Cathryn

• SSHRC Awarded IDG 2018: This qualitative research project involves pre-service social studies teachers learning and implementing terror management theory (TMT), as a technique for helping them in the classroom, when teaching for plurality and cultural diversity. Through focus groups before and after their practicum placements, as well as reflective journals during their classroom experience and individual interviews in a subsequent year, I will explore how TMT can be a theoretical basis to foster respectful engagements with opposing worldviews. A key output of this research project will be strategies for learning and applying TMT as a practical tool for facilitating difficult conversations, in culturally diverse or homogeneous contexts.

• Date created

  2018-02-01

• Subjects / Keywords

  • Grant Application
  • Teaching Diversity
  • Sociology of Education
  • Successful SSHRC
  • Derogation
  • Emotion Management
  • Education
  • 2018
  • Ethnocentrism
  • Intercultural
  • Ethnic Studies
  • Social Studies
  • Curriculum Planning
  • Plurality
  • IDG
  • Teacher Education
  • Existential Terror
  • North America
  • Secondary School
  • Educational Psychology
  • Insight Development Grant
  • United States
  • Teaching
  • Terror Management Theory
  • Multiple Perspectives
  • Methodology
  • Multiculturalism
  • Canada
  • Focus Groups
  • Worldview
  • Diversity
  • Social Psychology

• Type of Item

  Research Material

• DOI

  https://doi.org/10.7939/R3Q23RF80

• License

  © Cathryn van Kessel. All rights reserved other than by permission. This document embargoed to those without UAlberta CCID until 2023.