Shifting from Ideal to Critical Multiculturalism in Canadian Teacher Education Programs: Examining the Challenges
Bibliographic record
Abstract
This paper describes a recent initiative designed to provide support for teacher candidates from culturally diverse backgrounds as they traverse a one-year teacher education program in Canada. Results and discussion are based on qualitative data from an information survey, student-professor conversations, a review of seminar documents and processes, and observations and reflections made by professors conducting the seminar. Overall, the Language and Cultural Engagement Seminar was successful in providing a supportive environment in which complicated and politically volatile issues, which would otherwise have remained unacknowledged, were discussed openly. The main concerns expressed by participants were the communication concern (grammar, vocabulary, pronunciation, accent, etc.), concern for power and authority in the classroom, and the socio-cultural acceptance concern. Power and communication concerns diminished when teacher candidates felt a level of cultural acceptance in the classroom; therefore, we propose that socio-cultural acceptance be investigated in future research into the concern construct. Since differential pronunciation had the effect of positioning teacher candidates on the periphery of classroom discourse, we concluded that acceptance of accent diversity (lack thereof) was one barrier between ideal (policy) and experienced (lived) multi-cultures. Cet article décrit une initiative récente désignée à procurer un soutien aux étudiants-maîtres provenant de divers milieux socio-culturels pendant l'année de leur formation au Canada. Les résultats et les discussions sont basés sur les données qualitatives obtenues d'une surveillance de renseignements, des conversations entre professeurs et étudiants, une revision des documents et processus obtenus pendant un colloque et des observations et réflexions faites par les professeurs conduisant ce colloque. En général le colloque "Language and Cultural Engagement Seminar" a réussi à offrir un mileu positif dans lequel des problèmes compliqués ou explosifs, qui auraient pu passer inapperçus, avaient été discutés franchement. Les principales inquiétudes citées par les participants sont: l'inquiétude sur la communication (grammaire, vocabulaire, prononciation, accent, etc.), l'inquiétude concernant l'autorité et le pouvoir en classe. et l'inquiétude de n'être pas acceptés à cause de leurs antécédents socio-culturels. Mais les inquiétudes sur le pouvoir et la communication sont diminuées quand les étudiants-maîtres sentaient qu'ils atteignaient un certain niveau d'acceptation culturelle en classe. Nous proposons que l'acceptation socio-culturelle deviendra un sujet de recherche plus poussé dans l'avenir. Comme la prononciation différentielle avait l'effet de placer les instituteurs aux périphéries du discours en classe, nous avions conclu que l'acceptation des accents divers (ou le manque de) est une barrière entre l'idéal (politique) et l'expérience (vécue) d'un milieu à cultures multiples.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.019 | 0.022 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.004 | 0.004 |
| Science and technology studies | 0.046 | 0.022 |
| Scholarly communication | 0.015 | 0.005 |
| Open science | 0.003 | 0.013 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.002 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".