Multicultural education today and tommorrow---Qualitative research on future Chinese teacher's perspectives on multiculturalism in China

This qualitative research examined future Chinese teachers' perspectives toward multicultural education in China. Based on in-depth interviews with ten Chinese graduate students studying in education programs in the U.S., responses to three following fundamental grand tour questions were analyzed: 1. Perceptions of the present status of multicultural education in China compared to that in the U.S. 2. Projects on the characteristics of multicultural education for China in the next decade. 3. Speculation on factors which could facilitate further development of multicultural education in China.;Using grounded theory approach, a Chinese-characterized theoretical framework of multicultural education was developed based on participants' responses. The final product was a dynamic multicultural education curriculum model with purpose of transforming students' multicultural understanding. It was composed of self-reflection of ethnic identification, a balanced multicultural knowledge system, and instructional strategies. Generally speaking, this study sought to record and examine patterns in both the learned experiences Chinese students studying in the U.S. had of multicultural education in United States, Chinese multicultural education awareness in China, and recommended content and process for curricular change which these future educators conceptualized. It should be of significance to educators in China and the U.S. who are responsible for monitoring global social change and its implications for teacher education curricula.