‘Situative cognition’: barrier to teaching across cultures

Whitfield, Patricia T.; Klug, Beverly J.; Whitney, Patricia

doi:10.1080/14675980701463604

“…In general, irrespective of subject specialization, many previous studies have indicated that teachers and also student teachers have a deep rooted belief that cultural diversity, race or ethnicity are irrelevant, and that students and children are basically quite similar (Jones 1999;Milner 2005;Mahon 2006;Whitfield, Klug, and Whitney 2007). This can be related to a benevolent liberal interpretation of multiculturalism, which aims to treat all students equally; but according to critical theorists, a relevant attitude to diversity is to be sensitive to and observant of differences, because that is the way to create equal opportunities (Giroux 1997; see also Mahon 2006;Nieto and Bode 2008).…”

Section: Becoming An Interculturally Competent History Teachermentioning

confidence: 98%

Learning to teach history in culturally diverse classrooms

Virta

¹

2009

Intercultural Education

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This paper examines prospective history teachers' thinking about ethnic and cultural diversity and their experiences of learning to teach about history in multicultural classrooms. The paper reviews the findings of a follow-up study of 22 Finnish student teachers during their nine-month teacher education programme. The data consist of questionnaire data and various written assignments of this sample, plus interviews with nine selected persons. According to the results, signs of continuity and transformation are apparent in the student teachers' thinking. The informants frequently described problems related to diversity, although most of them did not see diversity as changing their way of teaching history as such.

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“…In North America, teachers often have classrooms which are ethnically and culturally diverse, whereas teachers have historically been "white, middle class and female" (Whitfield et al, 2007, 259). As reported by Whitfield et al (2007), teachers' cultural backgrounds may frame the way they understand knowledge. Teachers can experience 'situated cognition,' whereby their experiences create mental contexts for understanding reality.…”

Section: Suggestions For Teacher Trainingmentioning

confidence: 99%

“…Situated cognition may help to explain why one person's understanding of reality may be very different from someone who has had distinct experiences. If a teacher's cultural upbringing is very different from their students', the teacher may have a lot of difficulty understanding their students' cultural values and identities, due to their different mental contexts (Whitfield et aL, 2007). Villegas and Lucas (2002) believe that teachers should expand their social consciousnesses.…”

Section: Suggestions For Teacher Trainingmentioning

confidence: 99%

Immigrant inclusion in schools : can teacher training make a difference?

Kane¹

2021

Preprint

0

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According to a 2008 report by the Social Planning Council of Ottawa, many immigrants in Ottawa perceived schools to be a contributing factor to their sense of societal exclusion. It has been suggested that if teachers received more appropriate adequate teacher training, they could better help minimize problems of exclusion (Gerin-Lajoie, 2008a. 2008c; Abbate-Vaughn, 2008; Ghosh, 1996). This paper explores training topics that could promote the inclusion of immigrants in schools, while also questioning whether it is possible to assume that teacher training can have an impact. The opinions of three Ottawa-Carleton District School Board teachers are discussed. An examination of additional ways in which inclusion can be addressed is also provided.

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“…In North America, teachers often have classrooms which are ethnically and culturally diverse, whereas teachers have historically been "white, middle class and female" (Whitfield et al, 2007, 259). As reported by Whitfield et al (2007), teachers' cultural backgrounds may frame the way they understand knowledge. Teachers can experience 'situated cognition,' whereby their experiences create mental contexts for understanding reality.…”

Section: Suggestions For Teacher Trainingmentioning

confidence: 99%

Immigrant inclusion in schools : can teacher training make a difference?

Kane¹

2021

Preprint

0

View full text Add to dashboard Cite

According to a 2008 report by the Social Planning Council of Ottawa, many immigrants in Ottawa perceived schools to be a contributing factor to their sense of societal exclusion. It has been suggested that if teachers received more appropriate adequate teacher training, they could better help minimize problems of exclusion (Gerin-Lajoie, 2008a. 2008c; Abbate-Vaughn, 2008; Ghosh, 1996). This paper explores training topics that could promote the inclusion of immigrants in schools, while also questioning whether it is possible to assume that teacher training can have an impact. The opinions of three Ottawa-Carleton District School Board teachers are discussed. An examination of additional ways in which inclusion can be addressed is also provided.

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‘Situative cognition’: barrier to teaching across cultures

Cited by 25 publications

References 5 publications

Learning to teach history in culturally diverse classrooms

Learning to teach history in culturally diverse classrooms

Immigrant inclusion in schools : can teacher training make a difference?

Immigrant inclusion in schools : can teacher training make a difference?

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