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Document Type:Latin Dissertation
Language of Document:English
Record Number:55017
Doc. No:TL24971
Call number:‭NR46435‬
Main Entry:Khalida Tanvir Syed
Title & Author:A narrative inquiry of teacher educators' experiences in anti-racist, multicultural educationKhalida Tanvir Syed
College:University of Alberta (Canada)
Date:2008
Degree:Ph.D.
student score:2008
Page No:246-n/a
Abstract:In this study, two tenured Canadian teacher educators were asked the question, "What are your personal and pedagogical experiences of engaging with the complexities of teaching anti-racist, multicultural education in your graduate courses?" The researcher is a Muslim woman, born and raised in a Pakistani mainstream South Asian culture, who completed her post graduate education in western Canada and has an interest in anti-racist, multicultural education for a just society. She selected Canada as a location to investigate this question primarily because it is the first nation in the world to have enacted government policy in support of multiculturalism. Narrative inquiry, as presented by Clandinin and Connelly (2000), provided a methodological structure which was congruent with the researcher's childhood experiences of learning through the traditional ways of storytelling. The study was conceptualized within a framework that drew upon critical multiculturalism, antiracist, multicultural education and postcolonial theories. A review of the literature focused primarily on the work of Bhabha (1994), Cochran-Smith (2004), Florio-Ruane (2001), Ghosh (2002), Johnston (2003), Kincheloe and Steinberg (1997), Kymlicka (2007), Larkin and Sleeter (1995), Miner (2004) and Moodley (1995). Findings from the experiences of the two teacher educators showed the emergence of seven significant patterned pieces critical to teaching and learning in anti-racist, multicultural education at the post graduate level in the two Canadian Universities represented. These were titled: "Power in Privilege," "Growing Tensions," "Awareness of Difference," "Relationships and Mentorship," "Mentorship: Supporting a Context for Change," "Issues and Complexities," and "Questioning Ourselves and Questioning Others."
Subject:Education; Teacher educators; Multicultural; Antiracist; Bilingual education; Teacher education; Inquiry method; Racism; Multicultural education; 0530:Teacher education; 0282:Bilingual education
Added Entry:University of Alberta (Canada)