"I've really learned a lot, but...": Cross-Cultural Understanding and Teacher Education in a Racist Society

Finney, Sandra; Orr, Jeff

doi:10.1177/0022487195046005002

Cited by 49 publications

(20 citation statements)

References 3 publications

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“…Therefore, the authors agree with those who argue that this preparation must include extensive interactions with youngsters from socially, racially, culturally, and linguistically diverse populations (Finney & Orr, 1995;Wactler, Stamm, Freeman, Allen, & Maldonado, 1996). The authors also believe that these programs must provide adequate levels of guidance and support for teacher candidates as they struggle to make sense of these interactions.…”

Section: Discussionsupporting

confidence: 69%

“…The authors also believe that these programs must provide adequate levels of guidance and support for teacher candidates as they struggle to make sense of these interactions. As Finney and Orr (1995) argue, "crosscultural experiences should not take place in a sheltered world. Moving out of a classroom or laboratory into the real world will likely mean that students will experience more than they wish" (p. 333).…”

Section: Discussionmentioning

confidence: 99%

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Realities of Teaching in Racially/Ethnically Diverse Schools

1999

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This study identified similarities and differences among two groups of entry-level teachers from 10 different teacher-preparation institutions (N = 1,700)-those who began their careers in racially/ethnically diverse schools (25% or more racial minority students) and those who taught in schools with low levels of racial/ethnic diversity (10% or fewer racial minority students). Although the two groups did not differ on most measures, beginning teachers in high diversity schools did report (a) lower levels of job satisfaction, (b) greater difficulties in establishing meaningful relations with students, and (c) higher levels of complexity in the teaching environment.

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Section: Discussionsupporting

confidence: 69%

Section: Discussionmentioning

confidence: 99%

Realities of Teaching in Racially/Ethnically Diverse Schools

1999

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“…Various researchers (Cherubini, Hodson, Manley-Casimir, & Muir, 2010;den Heyer, 2009;Dion, 2007;Finney & Orr, 1995;Vetter & Blimkie, 2011) have documented strategies and interventions that include Aboriginal perspectives within mainstream teacher training programs and have noted the reactions elicited from teacher candidates. Efforts range from documenting initial conversations among faculty (den Heyer, 2009), to instruction within a particular subset or option for teacher candidates (Vetter & Blimkie, 2011), to the creation of an Aboriginal Education Council and Centre for Aboriginal Research and Education (Cherubini et al, 2010).…”

Section: Curriculum That Will Help Aboriginal Peoplementioning

confidence: 99%

Aboriginal Knowledge Infusion in Initial Teacher Education at the Ontario Institute for Studies in Education at the University of Toronto

Mashford‐Pringle

Nardozi

2013

iipj

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Knowledge of the Aboriginal socio-political history in Canada has historically been excluded from public education. In Ontario, public school children learn about Aboriginal people at specific times in the curriculum. However, teachers frequently only teach the bare essentials about Aboriginal people in Canada because they do not have adequate knowledge or feel that they lack the ability to teach about this subject. The Ontario Institute of Studies in Education at the University of Toronto has implemented the Deepening Knowledge Project to provide teacher candidates with an increased awareness and knowledge about Aboriginal history, culture, and worldview for their future teaching careers. This article will provide insight into the project and the curriculum developed for working with teacher candidates.

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“…Similar intercultural experiences exist in other countries, with Australian, Canadian and US perspectives most widely documented. The most prevalent of these is the increasingly popular 'study abroad' phenomenon (Williams, 2005;Fuller, 2007;Zemach-Bersin, 2007), however there is also burgeoning literature on international volunteer experiences (Cook, 2008;Jorgenson, 2009) and what is variously described as inter-, cross-, or multi-cultural teacher education (Finney & Orr, 1995;Brock et al, 2006;Garmon, 2005). Again, these experiences are characterised by their diversity, involving a range of practitioners (students, trainee and qualified teachers, development workers) from diverse disciplinary backgrounds, and can range from a week-long visit to a semester long experience.…”

Section: Teacher Development Through North-south Study Visitsmentioning

confidence: 99%

Power and representation: A postcolonial reading of global partnerships and teacher development through North—South study visits

Martin

Griffiths

2012

British Educational Res J

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Power and representation: A postcolonial reading of global partnerships and teacher development through North-South study visits. AbstractThis paper critically analyses the neoliberal discourse informing global education policy and practice. We use postcolonial theory to deconstruct the contexts for global educational partnerships, highlighting how issues of power and representation are central to their development and the learning that takes place within them. Teacher development through North-South study visits is one way of challenging teachers' worldviews, but these are not always effective. We argue that study visit courses, where learning is facilitated by differently knowledgeable others, have the potential to be more effective, but only if the courses are underpinned by postcolonial theory and informed by socio-cultural pedagogy. The following notice was seen recently, displayed in a prominent position in one of a well-known chain of garden centres:We are trying to raise enough money to sent our old [name of garden centre] uniforms to Gambia. Many Gambians are very poor often dressed in little more than rags. Your generosity is much appreciated. Thank you.

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"I've really learned a lot, but...": Cross-Cultural Understanding and Teacher Education in a Racist Society

Cited by 49 publications

References 3 publications

Realities of Teaching in Racially/Ethnically Diverse Schools

Realities of Teaching in Racially/Ethnically Diverse Schools

Aboriginal Knowledge Infusion in Initial Teacher Education at the Ontario Institute for Studies in Education at the University of Toronto

Power and representation: A postcolonial reading of global partnerships and teacher development through North—South study visits

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