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ERIC Number: EJ861468
Record Type: Journal
Publication Date: 2009-Dec
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1047-6210
Sticky Points: Teacher Educators Re-Examine Their Practice in Light of a New Alberta Social Studies Program and Its Inclusion of Aboriginal Perspectives
den Heyer, Kent
Teaching Education, v20 n4 p343-355 Dec 2009
In this study, a group of teacher educators converse about their teaching practice in light of a new provincial K-12 program of social studies. The most noteworthy feature of this new program is its explicit call for teachers to include Aboriginal and Francophone perspectives as they teach to the program's two central themes of "identity" and "citizenship". I read teacher educators' conversations about their practice to identify a set of educational questions that I argue speak both to and beyond this specific programmatic context. These questions concern whose expectations should guide teacher education practices, the relevant role of dis/comfort in education, and the ways in which a "politics of clarity" shapes a particular understanding of both curriculum and practicality in the work of teacher educators. (Contains 1 table and 5 notes.)
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: Adult Education; Elementary Secondary Education; Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada