Developing an Anti-Biased, Anti-Racist Stance in Second Language Teacher Education Programs

Autor/inn/en	Masson, Mimi; Kunnas, Marika; Boreland, Taylor; Prasad, Gail
Titel	Developing an Anti-Biased, Anti-Racist Stance in Second Language Teacher Education Programs
Quelle	In: Canadian Modern Language Review, 78 (2022) 4, S.385-414 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
DOI	10.3138/cmlr.2021-0100
Schlagwörter	Teacher Education Programs; Language Teachers; Second Language Learning; Second Language Instruction; Cultural Awareness; Intercultural Communication; Inclusion; Equal Education; French; Racism; Culturally Relevant Education; Colonialism; Educational Change; Educational Practices; Power Structure; Teaching Methods; Whites; Ethnocentrism; Cultural Pluralism; College Faculty; Preservice Teachers; Faculty Development; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Cultural identity; Kulturelle Identität; Interkulturelle Kommunikation; Inklusion; Französisch; Rassismus; Kolonialismus; Bildungsreform; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; White; Weißer; Ethnozentrismus; Kulturpluralismus; Fakultät; Ausland; Kanada
Abstract	Addressing race/racism and colonialism in French as a second language (FSL) education is essential to preparing culturally responsive teachers and meeting the Ministry mandate to teach students equitably and with respect. This article describes whether, and if so, how, candidates are being prepared to disrupt colonial ideologies and practices with data from a three-year project on FSL teacher preparation in two Ontario faculties of education. Interviews were conducted with professors and teacher candidates. Using a critical qualitative approach to identify emerging themes, the study applied an anti-biased, anti-racist (ABAR) lens to identify racialized power inequities that can form across French languages, cultures, and marginalized groups, oppressive common-sense principles, and systemic influences around three main themes: teaching culture and promoting intercultural competence; addressing equity, inclusion, and racism explicitly; and Whiteness, Eurocentrism, and representation in FSL. Findings indicate that while programs have begun to integrate equity, inclusion, interculturality, and the representation of the global francophonie, there is a pressing need for more preparation and training for professors and teacher candidates to develop critical equity skills that lead to their becoming culturally responsive teachers. Practical strategies and theory building through collaborative research are needed to support educators in taking up an ABAR stance in FSL teacher education programs. (As Provided).
Anmerkungen	University of Toronto Press. 5201 Dufferin Street, Toronto, ON M3H 5T8, Canada. Tel: 416-667-7810; Fax: 800-221-9985; Fax: 416-667-7881; e-mail: journals@utpress.utoronco.ca; Web site: http://www.utpjournals.press/loi/cmlr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01