Encounters with Otherness: Curriculum and Pedagogical Challenges of Responding to Diversity in Canadian Teacher Education

• 영문명: Encounters with Otherness: Curriculum and Pedagogical Challenges of Responding to Diversity in Canadian Teacher Education
• 발행기관: 한국캐나다학회
• 저자명: Terrance R. Carson
• 간행물 정보: 『Asia-Pacific Journal of Canadian Studies (APJCS)』Vol.24 No.2, 55~73쪽, 전체 19쪽
• 주제분류: 사회과학 > 지역학
• 파일형태: PDF
• 발행일자: 2018.12.31

영문 초록

The purpose of this article is to find the ways to pedagogically include attention to diversity in the teacher education program. Canada is an officially multi-cultural nation with two official languages, It has never been quite possible to assimilate into one Canada. Moreover, absorbing immigrants into the existing culture is no longer the norm in an era of globalization and internationalization. We have now encountered the uncharted territory of educating teachers for diversity within a teacher education program. The major result from our work on forms of diversity in public schools in Alberta and in Canada is a shift in focus - away from an inward look at how diversity appears to the outsiders, and looking outwards towards building the foundations for forging bonds of solidarity around us.

목차

Abstract

I. Canada: A Landscape of Diversity

II. The Public School and Social Solidarity

III. An Opening for Action Research

IV. Reforming Within the Time Constraints of a University-Based Program

V. The Diversity Institute: An Experiment With the Time of Learning

VI. Initiating the Diversity Institute

VII. Learning From the Diversity Institute

VIII. Reflections on Learning

IX. Diversity, Solidarity and the Education of Teachers

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