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Teaching and learning diversity.

Author Eloise Tan
Abstract As teaching assistant and teacher-candidate in a Montreal teacher-training program, we undertook a qualitative approach of narrative inquiry with seven teacher candidates and the professor of a Multicultural Education course to examine how Quebec's distinct society identity interacted with the course objectives. The reasonable accommodation debates on how best to integrate Quebec immigrants into a society steeped in distinct society narratives was the backdrop to both the course and the research. This article contributes to the growing research on how teacher candidates negotiate multicultural education program objectives. Based on our analysis of two participant's interviews we advocate for a more context-based approach with course content specific to the distinct society element in multicultural courses.
Keywords Multiculturalism, teacher education, distinct societies, whiteness
Published In ICEP Proceedings
Year 2010
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