Multicultural Education, Diversity, and Citizenship in Canada

Joshee, Reva; Peck, Carla L.; Thompson, Laura A.; Chareka, Ottilia; Sears, Alan

doi:10.1007/978-3-319-26880-4_3

Cited by 11 publications

(5 citation statements)

References 6 publications

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“…It falls upon four foundational principles, encompassing the ideal of cultural pluralism, social justice and elimination of racism and sexism, cultural affirmation in teaching and learning, and education equity and excellence for all students (Bennett, 2001). In Canada, multicultural education is implemented to tackle the issues related to immigration, cultural identity, racism, religious diversity, and linguistic diversity (Joshee et al, 2016). Within the European context, multicultural education is conceptualized as intercultural education emphasizing fostering social cohesion through strategies to integrate migrant students (Fass et al, 2014).…”

Section: Concepts Of Multicultural Education In Different Contextsmentioning

confidence: 99%

The Study of Multicultural Education and Teachers’ Multicultural Teaching Competency in Singapore and South Korea

Wu,

Saenghong,

Jatuporn

2023

rEFLections

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This study examines multicultural education policies in Singapore and South Korea, analyzing their approaches within their unique sociopolitical and sociocultural contexts. This study also discusses the implications of the approaches used in both nations’ policies on multicultural teaching competence. Using government policy documents related to multicultural education in Singapore and South Korea, the collected data was analyzed using critical discourse analysis (CDA) and interpreted with the theory of five approaches to multicultural education by Sleeter and Grant (1999). The five approaches include 1) Teaching the Exceptional and Culturally Different, 2) Human Relations, 3) Single-Group Studies, 4) Multicultural Education, and 5) Education that is Multicultural and Social Reconstructionist. The findings illuminate the two nations’ distinct national stances and trajectories in the realm of multicultural education while concurrently identifying a shared commitment to the Multicultural Education approach within the policy documents of both. In Singapore, a combination of Human Relations, Single-Group Studies, and Multicultural Education is deeply embedded throughout the nation’s policy discourses. Conversely, South Korea’s attempts at multicultural education present an evolving narrative, shifting from a conservative perspective rooted in Teaching the Exceptional and Culturally Different to a more liberal stance deeply grounded in the tenets of the Multicultural Education approach. This study emphasizes the importance of sociocultural and sociopolitical context in shaping a government’s approach to multicultural education.

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Section: Concepts Of Multicultural Education In Different Contextsmentioning

confidence: 99%

The Study of Multicultural Education and Teachers’ Multicultural Teaching Competency in Singapore and South Korea

Wu,

Saenghong,

Jatuporn

2023

rEFLections

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“…Scholarship on nation-building emphasises the centrality of a nation's education system in inculcating a particular set of national values within 'proper' citizens. As Thiem (2009: 161) argues, schools are a 'key institution of cultural pedagogy, and a channel through which states communicate ideas about the identity and conduct to future citizens' (see also Collins and Coleman, 2008;Johnson and Johnson, 2016;Joshee et al, 2016). Training the next generation of citizens is crucial for nation-building, cultural preservation and to ensure students participate in society as responsible citizens within well-understood national values (Tupper and Cappello, 2012).…”

Section: Citizenship and The Geographies Of Educational Spacesmentioning

confidence: 99%

“…This was read as the imposition of a 'political agenda' in the UK, in what is framed by parents and the school as 'neutral' school space. But such a reading ignores the importance of public schools in the constitution of a national citizenry joined by a common set of norms and values (Johnson and Johnson, 2016;Joshee et al, 2016).…”

Section: States and Homes: State Indoctrination Cultural Diversity Amentioning

confidence: 99%

Resisting the mainstreaming of LGBT equalities in Canadian and British Schools: Sex education and trans school friends

Nash

Browne

2019

Environment and Planning C: Politics and Space

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It is well established that schools are not neutral sites for gender and sexualities, shaping (often heteronormative) school spaces. This paper augments examinations of the implementation of inclusive school curricula by exploring heteroactivist opposition to lesbian, gay, bisexual and trans (LGBT) equalities in Canadian and British schools. It examines resistances to institution of a revised and updated Health and Physical Education curriculum in Ontario schools in Canada, and in the UK, the use of the Rowe family’s opposition to the presence of trans children in their own child’s classroom. This paper shows that once-invisible heternormativities are now being challenged through LGBT curricula and support for trans students. This creates classrooms as pivotal, geographical, social and political spaces that operate at the juncture of the public/private spaces of the home, public spaces of the neighbourhood and the imagined space of the nation and nation-building citizenship. Oppositional ideologies can no longer be understood through the labels of ‘anti-gay’, ‘homophobic’ or ‘transphobic’, and these oppositions go beyond ‘anti-gender’, such that the term heteroactivism names the activisms and ideologies that seeks to reassert the superiority of monogamous, binary cis-gendered, coupled marriages as best for children and for society. These ideologies are inherently geographical, drawing both on local and individual circumstances, but also transcending national boundaries. We highlight three dominant heteroactivist themes, namely, parental rights, interactions between state/schools/home and gender ideologies. This offers insights into how new sexual and gender rights are contested and resisted in new ways to consider the political, legal and social implications of heteroactivist strategies in schools.

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“…For example, the National Council for Teacher Education Accreditation (NCATE), the organization in charge of certifying teacher education programs, integrated multicultural education into its requirements in the United States ( James, 1978 ). On the other hand, when the curricula and standards in Canada with regard to social studies are examined, it is noted that there is progression from diversity awareness to equality through recognition and consideration ( Joshee et al, 2016 ). The multicultural education movement, formally conceived in Australia, created many new activities and experiences at the level of pedagogical practice that still enhance the public education scene ( Joshee et al, 2016 ).…”

Section: Introductionmentioning

confidence: 99%

“…On the other hand, when the curricula and standards in Canada with regard to social studies are examined, it is noted that there is progression from diversity awareness to equality through recognition and consideration ( Joshee et al, 2016 ). The multicultural education movement, formally conceived in Australia, created many new activities and experiences at the level of pedagogical practice that still enhance the public education scene ( Joshee et al, 2016 ).…”

Section: Introductionmentioning

confidence: 99%

Big Five and Dark Triad personality traits as predictors of multicultural attitude and efficacy

Kayiş¹,

Akçaoğlu²

2021

Current Issues in Personality Psychology

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BackgroundThe advances in communication and transportation facilities have accelerated the formation of multicultural societies worldwide. Personality traits may be one of the most important indicators of adapting to multicultural environments. Educational environ-ments are multicultural in terms of the composition of students they serve. The present study investigated the predictive role of Big Five and Dark Triad personality traits on multicultural attitude and efficacy (MAE) among teacher candidates.Participants and procedureThe study population comprised of teacher candidates (N = 404) studying in Turkey. In order to collect data, Big Five personali-ty and the Dark Triad, the Adjective Based Personality Scale and the Dark Triad Dirty Dozen Scale were used respectively. In addition, data regarding MAE were collected through the Multicultural Efficacy Scale.ResultsThe results showed that openness to new experience positively (β = .16, p < .01) and psychopathy negatively (β = –.16, p < .01) predicted multicultural attitude. On the other hand, multicultural efficacy was positively predicted only by openness to new experience (β = .32, p < .001). Therefore, openness and psychopathic traits can play an important role in explaining multi-cultural attitude and efficacy. Also, there is no significant difference with regard to teacher candidates’ multicultural efficacy and attitudes according to their grade level.ConclusionsIndividuals with openness to new experiences personality trait have a positive attitude towards multiculturalism, and they view themselves as competent to get involved in multicultural environments. On the other hand, individuals with the psychopathy personality trait have negative attitudes towards multiculturalism.

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Multicultural Education, Diversity, and Citizenship in Canada

Cited by 11 publications

References 6 publications

The Study of Multicultural Education and Teachers’ Multicultural Teaching Competency in Singapore and South Korea

The Study of Multicultural Education and Teachers’ Multicultural Teaching Competency in Singapore and South Korea

Resisting the mainstreaming of LGBT equalities in Canadian and British Schools: Sex education and trans school friends

Big Five and Dark Triad personality traits as predictors of multicultural attitude and efficacy

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