Educating World Teachers for Cosmopolitan Classrooms and Schools

Autor/in	Goldstein, Tara
Titel	Educating World Teachers for Cosmopolitan Classrooms and Schools
Quelle	In: Asia Pacific Journal of Education, 27 (2007) 2, S.131-155 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
Schlagwörter	Stellungnahme; Drama; Multicultural Education; Knowledge Base for Teaching; Cultural Capital; Culturally Relevant Education; Intercultural Communication; Foreign Countries; Student Diversity; Cultural Pluralism; Ethnography; Global Approach; Global Education; Dramatics; Playwriting; Immigrants; High School Students; Scripts; Racial Bias; English (Second Language); Language Attitudes; Teacher Education; Asians; Canada + Suchen Sie Ihr Suchwort? Schauspiel; Multikulturelle Erziehung; Teaching theory; Theory of teaching; Unterrichtstheorie; Interkulturelle Kommunikation; Ausland; Kulturpluralismus; Ethnografie; Globales Denken; Globales Lernen; Dramatik; Immigrant; Immigrantin; Immigranten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Skript; Racial discrimination; Rassismus; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachverhalten; Lehrerausbildung; Lehrerbildung; Asian; Asiat; Asiatin; Asiaten; Asiate; Kanada
Abstract	This essay responds to the question of what it might mean to educate "world teachers" for cosmopolitan classrooms and schools through an examination of an ethnographic play entitled "Satellite Kids". The author begins with the idea that teachers need to develop or build up "intercultural capital", that is, knowledge and dispositions that will help them in intercultural exchanges of teaching and learning. The author then explores what such knowledge and dispositions might entail through an analysis of "Satellite Kids". The play's focus on issues of power, identity, and intercultural conflict within a Canadian cosmopolitan school makes an interesting case study for exploring what intercultural knowledge and dispositions might look and sound like, and how the educational project of building intercultural capital is different from the project of multicultural education that has been dominant in Western teacher education throughout 1970s, 1980s, and 1990s. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10