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“I learn at the same time that I teach…” Teachers perspectives on creating a multicultural environmental curriculum

Title:

“I learn at the same time that I teach…” Teachers perspectives on creating a multicultural environmental curriculum

Blanchet-Cohen, Natasha and Reilly, Rosemary C. (2012) “I learn at the same time that I teach…” Teachers perspectives on creating a multicultural environmental curriculum. In: Paper presented at the American Educational Research Association conference., April 17, 2012, Vancouver, BC. (Unpublished)

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Abstract

This paper uses a qualitative approach to explore the perspectives of teachers in creating and implementing a multicultural environmental curriculum in an urban center with a high degree of linguistic, cultural, ethnic, and racial diversity. An initial analysis of the findings suggests that “to be of use” multicultural EE should build on the lived experiences of teachers. More effectively addressing the diversity of classrooms includes: strengthening interpersonal skills diversity training in teacher education programs and making connections between children’s lived experiences and the school’s cultural references to reduce the gap children feel between home and school culture.

Divisions:Concordia University > Faculty of Arts and Science > Applied Human Sciences
Concordia University > Research Units > Centre for Human Relations and Community Studies
Item Type:Conference or Workshop Item (Paper)
Refereed:Yes
Authors:Blanchet-Cohen, Natasha and Reilly, Rosemary C.
Date:17 April 2012
Funders:
  • This research was supported by the Ministère de l’Éducation, du Loisir et du Sport and the Centre for Human Relations and Community Studies, Concordia University.
Keywords:multicultural environmental education, Elementary school teachers, Québéc, highly diverse student population, qualitative methods
ID Code:973924
Deposited By:ROSEMARY REILLY
Deposited On:24 Apr 2012 09:33
Last Modified:02 Nov 2012 16:03
References:
Akkari, A. J., & Gohard-Radenkovic, A. ( 2002). Vers une nouvelle culture pédagogique dans les classes multiculturelles: les préalables nécessaires. Revue des sciences de l'éducation, 28(1), 147-170.

Allen, D. (2006). Who’s in and who’s out? Language and the integration of new immigrant youth in Quebec. International Journal of Inclusive Education, 10 (2/3), 251-263. doi: 10.1080/13603110500256103

Breton-Carbonneau, G., & Cleghorn, A. (2010). What’s language got to do with it? An exploration into the learning environment of Quebec’s classes d’accueil. Canadian and International Education, 39(3), Article 8.

Connelly, F., & Clandinin, D. (1995). Teachers’ professional knowledge landscapes: Secret, sacred, and cover stories. In D. Clandinin & F. Connelly (Eds.), Teachers’ professional knowledge landscapes (pp. 3-15). New York: Teachers College Press.

Lewis, S., & James, K. (1995, Spring). Whose voice sets the agenda for environmental education? Misconceptions inhibiting racial and cultural diversity. Journal of Environmental Education, 26, 5-12.

Nieto, S. (2003). What keeps teachers going? New York: Teachers College Press.

Sauvé, L., & Garnier, C. (2000). Une phénoménographie de l’environnement: Réflexions théoriques et méthodologiques sur l’analyse des représentations sociales. In M. Rouquette et C. Garnier (Eds.), Représentations sociales et éducation (pp. 207-227). Montréal: Les Éditions Nouvelles.

United Nations Educational, Scientific, and Cultural Organization (UNESCO). (1977). Intergovernmental conference on environmental education: Final report. Retrieved from www.gdrc.org/uem/ee/EE-Tbilisi_1977.pdf on July 1, 2011.
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