Striving for Critical Reflection in Multicultural and Social Justice Teacher Education: Introducing a Typology of Reflection Approaches

Gorski, Paul C.; Dalton, Kelly

doi:10.1177/0022487119883545

Cited by 85 publications

(75 citation statements)

References 50 publications

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“…Agirdag, Merry, and van Houtte 2016;Gorski 2006). However, numerous concrete changes can be implemented across educational practices using reflexivity as a stepping stone (Gorski and Dalton 2019). For instance, reflexivity can contribute towards developing a holistic approach rather than confining interculturality to a few subjects it is arbitrarily linked to (see Sommier and Roiha 2018).…”

Section: Implications and Conclusionmentioning

confidence: 99%

Exploring teachers’ perceptions and practices of intercultural education in an international school

Roiha

Sommier

2021

Intercultural Education

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This article examines teachers' perceptions and experiences of intercultural education. The participants (n = 11) were teachers who work in the Primary Years Programme (PYP) of an International Baccalaureate (IB) school in the Netherlands. The school was chosen as the context for this study due to the emphasis on intercultural understanding in IB education. The data were collected through a closed and open-ended survey in 2019 and complemented by an ethnographical method. The results showed that the teachers mostly drew on culturaldifferentialist approaches in their definition of intercultural education. They considered intercultural education to be important for the pupils' future but felt insecure in implementing it. All teachers reported implementing intercultural education in their teaching at least to some extent, however with some limitations. The teachers focused predominantly on national cultures and traditions to address interculturality in class. Despite the overall trend, a few teachers expressed more critical views on interculturality and expanded their perceptions of it to 'small cultures'. The findings of this study speak to the importance of paying attention to pre-service teacher training to provide teachers with tangible tools to implement a type of intercultural education that departs from solely essentialist views of culture.

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Section: Implications and Conclusionmentioning

confidence: 99%

Exploring teachers’ perceptions and practices of intercultural education in an international school

Roiha

Sommier

2021

Intercultural Education

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“…Critical multiculturalism can support other critically reflective engagements such as antiracist work and critical pedagogies (e.g. Gibson, 2020;Gorski & Dalton, 2020), which can thwart orientalist framings that might appear in classroom resources.…”

Section: Multiculturalism In Canada and Orientalismmentioning

confidence: 99%

Analysis of Orientalist Discourse in an Alberta Social Studies Text Resource

Edmondson

2021

CSS

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The aim of this paper is to explore how the Alberta Social Studies 30-1 textbook, Perspectives on Ideology (Fielding et al., 2009) can contribute to orientalist discourse in its presentation of Islam, especially with respect to terrorism, extremism, and illiberalism—three concepts that appear in the Alberta Social Studies Program of Study. Using a content and discourse analysis, the study found three central findings that contributed to an orientalist framing of Islam: a lack of nuanced discussion of Islam; positioning Islam as a source of terrorism; and a lack of acknowledgement of wrongdoing following injustices perpetrated towards Muslims in Canada. This study concludes by offering ways in which social studies curricular support materials may interrogate to disrupt orientalist discourse, and challenges social studies educators to critically examine the limitations of some of the most common resource materials at their disposal.

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“…This image usually engenders a chuckle or two, which diffuses some of the tension. And then the students and I can sit longer with the idea of having to be constantly selfreflective if we want to be good allies, accomplices, and co-conspirators in the fight against racism, among other manifestations of structural violence (e.g., Gorski & Dalton, 2020;Murray & Brooks-Immel, 2019;Smith & Crowley, 2018).…”

Section: Attending To the Emotional Aspect Of Learningmentioning

confidence: 99%

Fighting the plague: “Difficult” knowledge as sirens’ song in teacher education

Kessel

Saleh

2020

JCSR

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Of the many plagues that affect communities today, a particularly insidious one is indifference and depersonalization. This plague has been articulated by Albert Camus and then taken up in an educational context by Maxine Greene. In this article we, the authors, respond to Greene’s call to co-compose curricula with our students to fight this plague. Recognizing the role of difficult knowledge as well as conscious and unconscious defenses, we develop an approach to “diversity” harmonious with radical love during these troubled times of conflict and increased visibility of hatred. Through a weaving of our experiential, embodied knowledge with theory, we consider how we might invite students to consider contemporary, historical, and ongoing inequity and structural violence. Like Sirens luring sailors to precarious shores, we seek to entice teachers and students to the difficult knowledge they might otherwise avoid as all of us together consider our ethical responsibilities to each other.

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Striving for Critical Reflection in Multicultural and Social Justice Teacher Education: Introducing a Typology of Reflection Approaches

Cited by 85 publications

References 50 publications

Exploring teachers’ perceptions and practices of intercultural education in an international school

Exploring teachers’ perceptions and practices of intercultural education in an international school

Analysis of Orientalist Discourse in an Alberta Social Studies Text Resource

Fighting the plague: “Difficult” knowledge as sirens’ song in teacher education

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