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ERIC Number: EJ899046
Record Type: Journal
Publication Date: 2010-Aug
Pages: 16
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: ISSN-1467-5986
Tuning Frequencies of Multicultural Education Objectives to Distinct Society Perspectives: Two Teacher Candidate Interviews Transmitted through Narrative Inquiry
Tan, Eloise; Lefebvre, Haidee Smith
Intercultural Education, v21 n4 p379-394 Aug 2010
Through a qualitative approach of narrative inquiry, this paper examines how Quebec's distinct society identity interacted with objectives of a Multicultural Education course in Montreal. The authors, one of whom was a teaching assistant in the course and the other a student in the course, interviewed seven students and the professor. The reasonable accommodation debates on how best to integrate Quebec immigrants into a society steeped in distinct society narratives were the backdrop to both the course and the research. This paper contributes to the growing research on how teacher candidates negotiate multicultural education programme objectives. Based on our analysis of two participants' interviews we advocate for a more context-based approach with course content specific to the distinct society element in multicultural courses. (Contains 7 notes and 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada; Canada (Montreal)