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Empowering Teachers Across Cultures- Enfoques críticos- Perspectives croisées

Enfoques críticos. Perspectives croisées

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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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JANNIE VAN HEES From Policy to Practice: Empowering Minority Language Speakers in New Zealand 159

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JANNIE VAN HEES From Policy to Practice: Empowering Minority Language Speakers in New Zealand Abstract At the policy level, schools in New Zealand have an obligation to be inclusive and equitable of the different cultures, languages and heritages this diversity brings, respecting self and others, adhering to social justice principles, and maximising family, student and community participation for the common good of all. For policy to actualise practically and become reality requires sensitive and effective translation into the unique contexts of each school community. Families, students, school managers, teachers and school community resource people especially are key partners in this cultural and linguistic educative journey. This chapter identifies some significant shifts in New Zealand’s diversification1 journey, and links these to New Zealand’s educational policy and practice as related to cultural and linguistic inclusion. A balance between centralisation and decentralisation as a means to embed and progress understandings and actions is particularly evident in what has taken place. This compliance and self-choice dualism is discussed as a feature of policy, program and school- based initiatives in schooling education. Selected transformational examples are described to illustrate deepening personal and professional understandings and relationships of teachers across cultures in the New Zealand schooling context. Résumé Sur un plan politique, les écoles de Nouvelle-Zélande doivent tenir compte de la diversité des langues, cultures et traditions en inculquant le respect mutuel, en adhérant aux principes de justice sociale, et en favorisant la participation active des familles, des élèves et de l’...

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