ABSTRACT This study explored the benefits of using critical multicultural education (Critical multicultural education examines all forms of marginalization in order to develop new possibilities and opportunities for all groups) in the current context of globalization. Preservice teachers (N = 17) experienced a variety of instructional activities, including intentional analysis of hidden bias (Hidden bias in this study denotes partiality based on all human differences both natural and socially constructed.) in children’s books. To collect data, participants responded in writing to prompts at the beginning, middle, and end of semester. Using a phenomenological analysis approach, qualitative data showed that although preservice teachers entered the course with limited knowledge and experience in analyzing children’s books for hidden bias, they gained essential pertinent knowledge and were, therefore, ready to use critical multicultural education in their future classrooms. As a result, among other recommendations, this study calls for institutional policies that support explicit teaching of critical multicultural education in early childhood education programs.

中文翻译：

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分析儿童文学中的隐性偏见有助于职前教师在批判性多元文化教育中获得教学实践

摘要这项研究探讨了在当前全球化背景下使用批判性多元文化教育的好处（批判性多元文化教育考察了所有形式的边缘化，以便为所有群体开发新的可能性和机会）。职前教师（N = 17）经历了各种教学活动，包括对儿童读物中的隐性偏见（本研究中的隐性偏见表示基于人类所有自然和社会构成的偏见）的有意分析。为了收集数据，参与者在学期开始，中期和结束时以书面形式回应了提示。使用现象学分析方法，定性数据显示，尽管职前教师以有限的知识和经验来分析儿童书中的隐藏偏见而进入课程，他们获得了必不可少的相关知识，因此准备在未来的教室中使用批判性的多元文化教育。结果，除其他建议外，本研究还要求制定机构政策，以支持在幼儿教育计划中明确进行关键的多元文化教育的教学。