Thinking beyond Recognition: Multiculturalism, Cultural Intelligence, and the Professional Capacities of Teachers

Autor/inn/en	Watkins, Megan; Noble, Greg
Titel	Thinking beyond Recognition: Multiculturalism, Cultural Intelligence, and the Professional Capacities of Teachers
Quelle	In: Review of Education, Pedagogy & Cultural Studies, 38 (2016) 1, S.42-57 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1071-4413
DOI	10.1080/10714413.2016.1119642
Schlagwörter	Multicultural Education; Faculty Development; Action Research; English Language Learners; Parent Teacher Cooperation; Professional Identity; Cultural Pluralism; Foreign Countries; Teacher Role; Surveys; Teacher Attitudes; Student Diversity; Focus Groups; Parent Attitudes; Student Attitudes; Socioeconomic Status; Urban Schools; Rural Schools; Elementary Secondary Education; Educational Environment; Social Justice; Australia + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Projektforschung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Kulturpluralismus; Ausland; Lehrerrolle; Survey; Umfrage; Befragung; Lehrerverhalten; Elternverhalten; Schülerverhalten; Socio-economic status; Sozioökonomischer Status; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Soziale Gerechtigkeit; Australien
Abstract	This article draws on recent research in schools as part of the "Rethinking Multiculturalism/ Reassessing Multicultural Education" (RMRME) Project, which involved teachers undertaking professional learning framed by these ideas and then designing and implementing action research projects to address issues of concern in their schools. The reduced politics of recognition that often inform teaching practices and the notion of cultural intelligence as it might apply to teacher professionalism are explored. Focusing on two of these action research projects, this article examines the benefits that accrue as teachers in one school adopt and apply this mode of thought in building partnerships with LBOTE (language background other than English) parents. This is compared with another in which teachers adopt a professionalism that disavows their role as intellectuals, resulting in a project which simply reaffirms a notion of culture as difference and does little more than promote the ethos of unreflexive civility that the authors argue is characteristic of existing multiculturalism. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01