Building cultural awareness and intercultural empathy using the critical incident analysis method
Journal for Multicultural Education
ISSN: 2053-535X
Article publication date: 10 April 2023
Issue publication date: 4 July 2023
Abstract
Purpose
The purpose of this paper is to examine the effectiveness of using structured reflection via the critical incident analysis method to develop multicultural awareness and intercultural empathy in undergraduate-level pre-service teachers. This research is important, given the striking demographic mismatch between students and teachers in US schools.
Design/methodology/approach
This study adopts a convergent parallel mixed methods research design that combines both qualitative analysis of completed written critical incident analysis assignments and quantitative analysis of responses from a brief survey.
Findings
In most cases, engaging with the critical incident analysis method did lead participants reexamine their own experiences and develop a better understanding of their own biases and actions. While students followed different pathways with the assignment, participants were able to better understand the crucial role that teachers play in creating a space that values and welcomes diversity for the benefit of all students.
Originality/value
This study diverges from future research on the critical incident analysis method by asking students to examine specific moments from their past in the process of deep, targeted self-reflection.
Keywords
Citation
Eckert, S.A. and Miller, M. (2023), "Building cultural awareness and intercultural empathy using the critical incident analysis method", Journal for Multicultural Education, Vol. 17 No. 3, pp. 304-315. https://doi.org/10.1108/JME-09-2022-0113
Publisher
:Emerald Publishing Limited
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