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Anne Rene Elsbree:understanding ourselves, our choices, how we speak, the Lens through which we see our teaching and the kids; teaching as a political act , producing a better critical understanding, shifting both our and kids’perceptions
Reflective practitioner- teachers who have the tools the skills to question their practice, listen to themselves, listen to kids, critically evaluate the system.
Norton (2000) identity = “how a person understands his or her relationship to the world, how that relationship is constructed across time and space, and how that person understands possibilities for the future”- should occupy a central place in language research
Prac placement- school requested that uni “not send a student teacher with a foreign name”
Construction of ESL teacher identity: it has to be a native speaker? Language competence? Racist?
The dance of identity Age, gender, class, body, sexual identity Inner sense of who we are Values and beliefs Ability to act Place in power structure Identification with others 1.Individual identities 2. Self identities 3. Ideological identities 4. Agentic identities 5. Work identities 6. Group identities Aspects focussed on Identity lens
IC education integrated into all PS teaching and manifested in teacher attitudes and values, which also affected the objectives content and methods of teaching
the graduated students mentioned difficulties they encountered in their jobs due to different worldviews values and ideas that their colleagues embraced. This highlights the importance of developing courage as part of intercultural competence.
Mushi (2004) perceptions of MC education- hand out
What is multicultural education?
What activities have you done with kids that constitute MC education?
shift in understanding beginning middle and end of semester
Table 1- what shift is there?
Table 2- ranking of levels of activities, assumptions, effectiveness
Comparison with Bennett and Hammer DMIS?
Teacher identity as implied by Institute of teachers?
Teachers work as defined by governments, institutions, employers,..
An attribute missing from the standards: intercultural capital (Mayer, Luke and Luke, 2008)
Learning to act across cultures in ways that make a difference in working class and minority classrooms and schools – will require something beyond recognition of difference, speaking position and history.
Need to develop capacity to “ reason from the point of view of others (Benhabib,1992) and a “willingness to engage with the other…searching for contrasts rather than uniformity”
teacher will have a sense of origin, broker between students and the world, and work for the betterment of individuals and groups”
“ world teachers develop for themselves and their students modes of intercultural capital”.
Bagnall, N. F. (2005). "Teacher cultural reflection and cultural action learning: researching a cultural dimension in teacher education." Ethnography and Education European Review 4 : 101-116.
Moran, P. R. (2001). Teaching Culture: Perspectives in Practice . Scarborough, Ontario, Heinle & Heinle.
Paige, M., Chi, J. (2001). Maximising Study Abroad .
Ryan, P. (1998). "Cultural Knowledge and Foreign Language Teachers: A Case Study of a Native Speaker of English and a Native Speaker of Spanish." Language, Culture and Curriculum 11 (2): 135-153.
Seelye, H. N. (1994). Teaching Culture: Strategies for Intercultural Communication . Illinois, National Textbook Company.
Jokikokko, K. (2005). "Interculturally trained Finnish teachers' conceptions of diversity and intercultural competence." Intercultural Education 16 (1): 69-83.
Jakubowicz, A. (1988). "The Celebration of (Moderate) Diversity in a Racist Society." Discourse 8 (2).
Mayer, D., Luke, C., Luke, A. (2008). Teachers, National Regulation and Cosmopolotanism . in (eds) A M Phelan, and J Sumsion . Rotterdam: Sense Publishers.
Trotman J., & Kerr, T. (2001) Making the personal professional: preservice teachers teacher education and personal histories. Teachers and Teaching: theory and practice. Vol 7 No. 2, 2001 p. 157-171.
Mushi, S. (2004). Multicultural competencies in teaching: a typology of classroom activities. Intercultural Education . Vol 15, no.2 179-191.