Abstract

The focus of this study is to examine the experiences of teachers who find themselves in the position of 'other' by virtue of their race, culture, gender, and beliefs. As teachers share their teaching experiences in culturally different and diverse educational settings, it becomes evident how narratives can lead to reflection, representation, and empowerment. Based on postmodernist theory, this thesis contends that as teachers who are in the position of 'other' reflect on their teaching experiences and share their narratives, they will gain representation and validation. The use of narratives can provide a discursive space in which to challenge the patriarchal and institutional power structures that exist in educational settings such as religious schools in Montreal and in schools in Northern Quebec and Asia. This thesis illustrates how the 'meta-narratives' of the history of education have silenced teachers' voices, and discusses how the authority of the teacher has been undermined. As well, it shows how postmodernism's critical pedagogies have not addressed the oppression of teachers in the position of 'other'. Finally, this thesis examines the need for reforms in teacher training programmes in Canada in order for teachers to engage in discourses which will lead to the construction of knowledge, authority, and empowerment.