Gaining Interpretetive Competence through Cross-cultural Dialogue among Teachers and Researchers
Keywords:
cross-cultural dialogue, teacher research, multiculturalism, student diversityAbstract
ABSTRACT. We examined the complexities of developing and implementing school curricula that reflect the goals for equality for students outlined in the Canadian Multiculturalism Act. Stories of teaching and learning experiences were presented to teacher-researchers as a means of generating discussion about differences in perspective pertaining to the curricular needs of an ethnically diverse student population. We articulate this ongoing inquiry about how best to meet the needs of a diverse society in terms of enhancing a sense of ‘interpretive competence’ (Conle, 1997b, Conle et al., 2000, Conle, 2000). ACQUÉRIR LA COMPÉTENCE INTERPRÉTATIVE GRÂCE AU DIALOGUE INTERCULTUREL ENTRE ENSEIGNANTS ET CHERCHEURS RÉSUMÉ. Nous avons étudié les complexités inhérentes à l’élaboration et à l’application d’un programme scolaire qui tient compte des objectifs d’égalité pour les étudiants, tels qu’ils sont définis dans la Loi sur le multiculturalisme canadien. Différentes expériences d’enseignement et d’apprentissage ont été présentées aux enseignants-chercheurs en vue de susciter une discussion sur les différentes perspectives touchant les besoins en matière de programmes d’une population étudiante pluriethnique. Nous articulons cette recherche continue sur la meilleure façon de répondre aux besoins d’une société diversifiée en l’axant sur une forme de « compétence interprétative » (Conle, 1997b, Conle et al., 2000, Conle, 2000).Downloads
Published
2006-11-11
How to Cite
Boone, M., & Chan, E. (2006). Gaining Interpretetive Competence through Cross-cultural Dialogue among Teachers and Researchers. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 40(1). Retrieved from https://mje.mcgill.ca/article/view/548
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