Exploring Linguistic, Cultural, and Religious Diversity in Canadian Schools: Pre-Service Teachers’ Learning from Immigrant Parents
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The knowledge immigrant parents hold about their children is often unrecognized by Canadian educational systems. Parent knowledge has vital implications for Canadian school systems and for teacher preparation. Based on interviews of parents from 15 countries, this study presented three types of parent knowledge: First language, cultural and religious knowledge. Then, parent knowledge was shared with a group of pre-service teachers. Results reveal some pre-service teachers encouraged the use of students’ first language in their practicum whereas others internalized their monolingual ideology despite multilingual realities. They recognized cultural misunderstanding between immigrant parents and Canadian teachers and systemic racism, and questioned the feasibility of accommodating everyone’s religious needs. The study calls for the reconstruction of difference and the inclusion of epistemological pluralism, particularly immigrant parent knowledge, within teacher education. The study also suggests that it is important to help pre-service teachers shift their representation of multilingualism from being a problem to a resource, challenge their Eurocentric perspectives, understand immigrant students’ cultural backgrounds, and address religious-based exemptions and accommodation.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it