Identity "Issues" and Pedagogical Silences: Exploring Teaching Dilemmas in the Northern Ontario Kindergarten Classroom

Autor/inn/en	Kannen, Victoria; Acker, Sandra
Titel	Identity "Issues" and Pedagogical Silences: Exploring Teaching Dilemmas in the Northern Ontario Kindergarten Classroom
Quelle	In: Pedagogy, Culture and Society, 16 (2008) 1, S.25-41 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
Schlagwörter	Foreign Countries; Kindergarten; White Students; Teaching Methods; Teacher Response; Cultural Differences; Instruction; Preschool Teachers; Social Class; Teacher Education; Canada + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerkommentar; Kultureller Unterschied; Teaching process; Unterrichtsprozess; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Social classes; Soziale Klasse; Lehrerausbildung; Lehrerbildung; Kanada
Abstract	As attention to social, cultural and physical diversities among student populations is steadily increasing in elementary/primary classrooms, the way in which teaching about those diversities is done necessitates a critical discussion. As most of the research on teachers' responses to classroom diversity is conducted in big-city, multicultural settings, this article departs from the norm by examining perspectives of teachers in a predominantly white community with mostly white students. The authors locate their exploratory research project in a Northern Ontario city and, using qualitative methods, consider the impact of teachers' understandings of their own and students' identities on their approaches to diversity. For these teachers to incorporate a diversity-related topic into their teaching requires them to label it as an "issue", which in turn is usually related to the presence or absence of certain identities in the classroom. The teachers struggle with the "same/different conundrum" and frequently turn their pedagogical dilemmas into "pedagogical silences". (Contains 5 notes and 1 figure.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10