Title: Implementing Multicultural Teacher Education- Lessons Learned From One University
Stream: Professional Training, Development & Concerns in Education
Presentation Type: Oral Presentation
Cara Djonko-Moore, Rhodes College, United States
In Canada, Black Canadians continue to call out the lack of representation in society including their schools (Wong, 2020). There is some evidence that opportunities have been missed to utilize culturally responsive teaching strategies with other Canadian ethnic minority groups as well (Skidmore, 2016). As Canada’s diversity increases via immigration and acceptance of refugees, teacher educators need to consider how to meet the needs of the increasingly diverse population. This poster presentation will share insights, strategies, and resources that address effective multicultural teacher education. A qualitative research project that involved semi-structured interviews with teacher education faculty along with visits to cultural sites and conversations with local informants was completed in March 2022 as part of the Fulbright Global Scholar Program. The focal institution, located on the ancestral and unceded territory of the Mi’kmaq, was selected due to it being located in the most diverse province in Canada, having a collegiate program focused on the academic study, research, and teaching of the Mi’kmaq First Nation, and being centered in a diverse community including Gaelic-speaking immigrants and their descendants, Acadian immigrants and their descendants, enslaved Africans and their descendants, Caribbean immigrants and their descendants, Polish immigrants, South Asian immigrants, and the Mi'kmaq First Nation among others. Some strategies this presentation will highlight include a focus on reconciliation, incorporating an indigenous perspective of two-eyed seeing, and bringing under-represented voices to the forefront in class discussions and assignments.
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