Journal Articles

Tuning frequencies of multicultural education objectives to distinct society perspectives: two teacher candidate interviews transmitted through narrative inquiry

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Through a qualitative approach of narrative inquiry, this paper examines how Queacutebec's distinct society identity interacted with objectives of a Multicultural Education course in Montreal. The authors, one of whom was a teaching assistant in the course and the other a student in the course, interviewed seven students and the professor. The reasonable accommodation debates on how best to integrate Queacutebec immigrants into a society steeped in distinct society narratives were the backdrop to both the course and the research. This paper contributes to the growing research on how teacher candidates negotiate multicultural education programme objectives. Based on our analysis of two participants' interviews we advocate for a more context-based approach with course content specific to the distinct society element in multicultural courses.

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Detail Information

Series Title

Intercultural Education

Call Number

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Publisher

: Routledge Taylor & Francis Group., 2010

Collation

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Language

English

ISBN/ISSN

14675986

Classification

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Content Type

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Media Type

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Carrier Type

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Edition

Volume 21, Issue 4 August 2010 , pages 379 - 394

Subject(s)

Reasonable accommodation
Multicultural courses in teacher education
Intercultural policies

Specific Detail Info

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