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Empowering Teachers Across Cultures- Enfoques críticos- Perspectives croisées

Enfoques críticos. Perspectives croisées

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Edited By Anne-Marie de Mejía and Christine Hélot

This book explores how researchers in different parts of the world deal with the notion of cultural diversity in teacher education programmes. In each of the nine countries presented in this volume (USA, Scotland, Japan, Finland, Colombia, France, New Zealand, Canada, and Mexico) the discussion centres on how individual teachers can be empowered to become professionals who make a difference. Whether teachers are working in bilingual programmes or not, the questions are similar: how they can be supported in their negotiation at the classroom level of language contact and cultural difference, and in their understanding of the interface between top-down policies, language ideologies and changing practices in the face of multilingualism.
Este libro explora la manera como investigadores en distintas partes del mundo se refieren a la noción de diversidad cultural en los programas de formación de profesores. En cada uno de los nueve países referidos en este volumen (Estados Unidos, Escocia, Japón, Finlandia, Colombia, Francia, Nueva Zelandia, Canadá y México) la discusión se centra en la manera como los profesores individualmente considerados pueden ser empoderados a fin de constituirse en verdaderos agentes de cambio. Sea que los profesores estén o no vinculados a programas bilingües, la temática sigue siendo la misma: como brindarles apoyo en la interacción en el salón de clase a nivel de contacto linguistic y diferencia cultural, y en la comprensión entre interfaces de políticas impuestas jerárquicamente, ideología lingüística y cambio de prácticas.
Ce livre explore la façon dont, dans diverses régions du monde, les chercheurs interprètent la notion de diversité linguistique dans les programmes de formation des enseignants. Dans chacun des neufs pays représentés dans ce volume (USA, Écosse, Japon, Finlande, Colombie, France, Nouvelle-Zélande, Canada et Mexique) la discussion concerne la manière dont les enseignants peuvent être encouragés et soutenus dans leur développement professionnel afin qu’ils puissent agir sur leur contexte éducatif et s’impliquer dans le changement. Que ces enseignants travaillent dans des programmes bilingues ou pas, les questions restent les mêmes : comment les aider à négocier les contacts de langues et les différences culturelles au sein de leur classe, comment les aider à comprendre les liens entre les politiques linguistiques éducatives, les idéologies langagières, et les nouvelles pratiques pédagogiques dans le contexte général de nos sociétés multilingues.

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JIM CUMMINS Foreword 5

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PREFACE It is a privilege to contribute some perspectives to this important book. Anne- Marie de Mejía and Christine Hélot have assembled a unique collection of case studies from educational contexts around the world that explore how teachers, students, and researchers can collaboratively challenge the static identity locations assigned to them within conventional school structures. The chapters focus in varying degrees on opening up spaces within educational institutions for the multiplicity of languages and cultures that characterize an increasing number of schools around the world. In contrast to dominant discourses on educational reform in many countries, the book acknowledges and embraces the reality of diversity, not as a problem to be managed or resolved, but rather as an opportunity to enrich the lives of students and teachers. Population mobility is at an all-time high in human history; cross-cultural communication is the norm rather than the exception in workplaces, schools, and other institutions. Yet this intercultural and plurilingual reality is typically ignored by educational policy-makers whose vision of school improvement is simply to increase the effectiveness with which standardized curricula can be transmitted to students. This “effectiveness paradigm” focuses on ensuring that students meet universal, one-size-fits-all standards which are assessed by stan- dardized or state-developed tests, all in the service of greater economic compe- titiveness. The mantra accompanying this mandate is that teachers must be held accountable for student attainment which should be measured on a regular basis to ensure quality control. De Mejía and Hélot, together...

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