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ERIC Number: EJ937940
Record Type: Journal
Publication Date: 2008
Pages: 17
Abstractor: As Provided
Reference Count: 56
ISSN: ISSN-1468-1366
Identity "Issues" and Pedagogical Silences: Exploring Teaching Dilemmas in the Northern Ontario Kindergarten Classroom
Kannen, Victoria; Acker, Sandra
Pedagogy, Culture and Society, v16 n1 p25-41 2008
As attention to social, cultural and physical diversities among student populations is steadily increasing in elementary/primary classrooms, the way in which teaching about those diversities is done necessitates a critical discussion. As most of the research on teachers' responses to classroom diversity is conducted in big-city, multicultural settings, this article departs from the norm by examining perspectives of teachers in a predominantly white community with mostly white students. The authors locate their exploratory research project in a Northern Ontario city and, using qualitative methods, consider the impact of teachers' understandings of their own and students' identities on their approaches to diversity. For these teachers to incorporate a diversity-related topic into their teaching requires them to label it as an "issue", which in turn is usually related to the presence or absence of certain identities in the classroom. The teachers struggle with the "same/different conundrum" and frequently turn their pedagogical dilemmas into "pedagogical silences". (Contains 5 notes and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada