This study focuses on Canadian literature on anti-racist education and, in particular, the body of literature which acknowledges a sense of conflict between the theories, goals, and strategies of anti-racism and multiculturalism. The purpose of the study is to investigate the ways in which this body of literature addresses the Canadian context, particularly in reference to the prevalence of multiculturalism in Canada's official policies and popular ideology. The study reveals the existence of two different conceptions of the conflict between anti-racist and multicultural education: irreconcilable conflict and inevitable compromise. Each of these conceptions fails to provide practical guidance in terms of what those visions look like or how they can be resolved. Closer analysis reveals that this literature as a whole seems to rely on a standard critique of multiculturalism, failing to substantiate it with illustrations from the Canadian context. In fact, the literature fails to engage with Canadian multiculturalism with the kind of complexity it warrants, addressing it, instead, as if it is a monolithic and static entity that can be dismissed superficially. Addressing that complexity in the future can only strengthen Canadian anti-racist research. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

The central objective of this study is to examine the politics and policies regarding the development and operation of Aboriginal controlled post-secondary institutions, especially First Nations initiated post-secondary institutions in Western Canada. Toward that end, this study focuses on the politics and policies regarding the development and operation of two such institutions -- the Nicola Valley Institute of Technology in British Columbia and the Saskatchewan Indian Federated College in Saskatchewan. Among the key research questions addressed by this study are the following: <ul> <li>Why have Aboriginal controlled post-secondary institutions been established? <li>What have been the general positions of the Aboriginal, federal and provincial governments on Aboriginal control of post-secondary education in Canada, and what are the key factors that account for their respective positions? <li>What is the value of Aboriginal post-secondary institutions for their respective Aboriginal and non-Aboriginal communities? <li>What is likely to happen to the existing Aboriginal post-secondary institutions over time and are any others likely to be established in the future? </ul> The key findings of this study on each of those questions can be summarized as follows. First, in terms of the factors that contributed to the creation of the Aboriginal post-secondary institutions the thesis reveals that four factors were particularly significant: (a) problems associated with the existing educational systems for Aboriginal students and educators (b) the international Aboriginal rights and self-governance movement; (c) the domestic Aboriginal rights and self-government movement; and (d) the interests of the Aboriginal, federal and provincial governments. Second, in terms of the positions of the various orders of government on the creation of such institutions this study reveals the following: (a) the general position of the Aboriginal governments has been, and continues to be, that they have both inherent and treaty rights to create and operate such institutions; (b) the general position of successive federal governments has changed from one of indifference to one of cautious support; and (c) the general position of provincial governments has varied not only from province to province but to some extent even among governments within the same province, as some provincial governments have been more proactive than others on this matter. Third, in terms of the value of Aboriginal controlled post-secondary institutions, this study reveals that they provide valuable educational opportunities for Aboriginal learners by exposing them to Aboriginal instructors, pedagogy, course content, cases, and support from elders. Fourth, in terms of the future of such institutions, the study suggests that they will continue to exist and new ones are likely to emerge because they provide an important focal point not only for the development of individuals of Aboriginal descent, but also for the development of individuals who can make a contribution to the political, economic and social development of Aboriginal communities.

The central objective of this study is to examine the politics and policies regarding the development and operation of Aboriginal controlled post-secondary institutions, especially First Nations initiated post-secondary institutions in Western Canada. Toward that end, this study focuses on the politics and policies regarding the development and operation of two such institutions -- the Nicola Valley Institute of Technology in British Columbia and the Saskatchewan Indian Federated College in Saskatchewan. Among the key research questions addressed by this study are the following: <ul> <li>Why have Aboriginal controlled post-secondary institutions been established? <li>What have been the general positions of the Aboriginal, federal and provincial governments on Aboriginal control of post-secondary education in Canada, and what are the key factors that account for their respective positions? <li>What is the value of Aboriginal post-secondary institutions for their respective Aboriginal and non-Aboriginal communities? <li>What is likely to happen to the existing Aboriginal post-secondary institutions over time and are any others likely to be established in the future? </ul> The key findings of this study on each of those questions can be summarized as follows. First, in terms of the factors that contributed to the creation of the Aboriginal post-secondary institutions the thesis reveals that four factors were particularly significant: (a) problems associated with the existing educational systems for Aboriginal students and educators (b) the international Aboriginal rights and self-governance movement; (c) the domestic Aboriginal rights and self-government movement; and (d) the interests of the Aboriginal, federal and provincial governments. Second, in terms of the positions of the various orders of government on the creation of such institutions this study reveals the following: (a) the general position of the Aboriginal governments has been, and continues to be, that they have both inherent and treaty rights to create and operate such institutions; (b) the general position of successive federal governments has changed from one of indifference to one of cautious support; and (c) the general position of provincial governments has varied not only from province to province but to some extent even among governments within the same province, as some provincial governments have been more proactive than others on this matter. Third, in terms of the value of Aboriginal controlled post-secondary institutions, this study reveals that they provide valuable educational opportunities for Aboriginal learners by exposing them to Aboriginal instructors, pedagogy, course content, cases, and support from elders. Fourth, in terms of the future of such institutions, the study suggests that they will continue to exist and new ones are likely to emerge because they provide an important focal point not only for the development of individuals of Aboriginal descent, but also for the development of individuals who can make a contribution to the political, economic and social development of Aboriginal communities.

At a time when schools are becoming increasingly diverse in composition, this study explored five student teachers' perspectives on the changing role of teachers in a multicultural society. By using a constructivist framework and qualitative methodologies, interviews were conducted with student teachers in a Canadian elementary teacher education program. Two data sets consisting of one-on-one interviews were collected. The first set was collected after students had completed a thirteen week practicum. The second set was conducted after the student teachers had completed program requirements and had graduated from university with an education degree. Students' conceptualizations of the teacher's role in culturally diverse classrooms are described in six categories: bridging gaps in knowledge; being proactive as a role model; nurturing self-esteem and personal pride in heritage; focusing on care, respect, and acceptance; creating a safe and inclusive environment; resisting the lure of assimilation and the status quo. Life experiences which were influential in the formation of the students' conceptualizations are also described and organized by theme. The results of the study demonstrate that conceptualizations traversed a range of philosophical arguments outlined by theorists, and students' beliefs reflect key elements of conceptions portrayed in the approaches used to meet the needs of culturally diverse classrooms described in the literature. The findings underscore the need for multicultural theory in teacher education and for a pedagogical approach which encourages students to become reflective practitioners who are able to examine and critique personal beliefs in relation to the evolving needs of a multicultural society.

No description available.

At a time when schools are becoming increasingly diverse in composition, this study explored five student teachers' perspectives on the changing role of teachers in a multicultural society. By using a constructivist framework and qualitative methodologies, interviews were conducted with student teachers in a Canadian elementary teacher education program. Two data sets consisting of one-on-one interviews were collected. The first set was collected after students had completed a thirteen week practicum. The second set was conducted after the student teachers had completed program requirements and had graduated from university with an education degree. Students' conceptualizations of the teacher's role in culturally diverse classrooms are described in six categories: bridging gaps in knowledge; being proactive as a role model; nurturing self-esteem and personal pride in heritage; focusing on care, respect, and acceptance; creating a safe and inclusive environment; resisting the lure of assimilation and the status quo. Life experiences which were influential in the formation of the students' conceptualizations are also described and organized by theme. The results of the study demonstrate that conceptualizations traversed a range of philosophical arguments outlined by theorists, and students' beliefs reflect key elements of conceptions portrayed in the approaches used to meet the needs of culturally diverse classrooms described in the literature. The findings underscore the need for multicultural theory in teacher education and for a pedagogical approach which encourages students to become reflective practitioners who are able to examine and critique personal beliefs in relation to the evolving needs of a multicultural society. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

No description available.

No description available.

Research in cooperative learning in education generally and second language education in particular has documented the apparently successful and simultaneous achievement of a number of educational goals. For second language learners, these goals include developing the second language (L2), maintaining the first language (L1), and acquiring content knowledge. However, little research has examined the opinions of the learners themselves with regard to cooperative learning together with the process of cooperative interaction. This study explores the opinions and interactions of Chinese immigrant students engaging in cooperative learning in English as a second language (ESL) classes. Drawing on qualitative research and discourse analysis traditions, the study used multiple methods of data collection in a Canadian secondary school ESL program: (1) individual interviews were carried out with 49 Chinese students; (2) 120 hours of observations in natural classroom settings were conducted; and (3) 30 hours of audio taped recordings of Chinese students' interactions during cooperative learning activities were also analyzed. The findings of the study present a complex picture of cooperative learning in the ESL classroom. The Chinese students seemed to be sitting on the horns of cooperative learning dilemmas between cooperation and individualism, between achieving results and sharing understandings of the task, and between using L1 to help with L2 / content learning and developing L2 for academic purposes. Particularly with cooperative learning goals of developing L2, maintaining L1, and acquiring content knowledge, Chinese students had difficult choices to make between developing L2 and maintaining L1, between using L1 for academic language and developing academic language in L2, and between learning content in L1 and learning content in L2. At a detailed level, tensions and dilemmas that Chinese students confronted appear to be intrinsic to the simultaneous pursuit of the three cooperative learning goals claimed for L2 learners. Cummins' (1991b, 1992) bilingual proficiency theory, which offers a possible theoretical model of how these goals are related, needs to address the various conflicts and dilemmas involved in these three cooperative learning goals. While recognizing other contributing factors, this work suggests that cooperative learning dilemmas may arise from conflicts of socially shared values and beliefs, and that discrepancies between Chinese students' home educational culture and their present Canadian secondary school culture add a layer of complexity to the dilemmatic situation of cooperative learning in an ESL context.

Research in cooperative learning in education generally and second language education in particular has documented the apparently successful and simultaneous achievement of a number of educational goals. For second language learners, these goals include developing the second language (L2), maintaining the first language (L1), and acquiring content knowledge. However, little research has examined the opinions of the learners themselves with regard to cooperative learning together with the process of cooperative interaction. This study explores the opinions and interactions of Chinese immigrant students engaging in cooperative learning in English as a second language (ESL) classes. Drawing on qualitative research and discourse analysis traditions, the study used multiple methods of data collection in a Canadian secondary school ESL program: (1) individual interviews were carried out with 49 Chinese students; (2) 120 hours of observations in natural classroom settings were conducted; and (3) 30 hours of audio taped recordings of Chinese students' interactions during cooperative learning activities were also analyzed. The findings of the study present a complex picture of cooperative learning in the ESL classroom. The Chinese students seemed to be sitting on the horns of cooperative learning dilemmas between cooperation and individualism, between achieving results and sharing understandings of the task, and between using L1 to help with L2 / content learning and developing L2 for academic purposes. Particularly with cooperative learning goals of developing L2, maintaining L1, and acquiring content knowledge, Chinese students had difficult choices to make between developing L2 and maintaining L1, between using L1 for academic language and developing academic language in L2, and between learning content in L1 and learning content in L2. At a detailed level, tensions and dilemmas that Chinese students confronted appear to be intrinsic to the simultaneous pursuit of the three cooperative learning goals claimed for L2 learners. Cummins' (1991b, 1992) bilingual proficiency theory, which offers a possible theoretical model of how these goals are related, needs to address the various conflicts and dilemmas involved in these three cooperative learning goals. While recognizing other contributing factors, this work suggests that cooperative learning dilemmas may arise from conflicts of socially shared values and beliefs, and that discrepancies between Chinese students' home educational culture and their present Canadian secondary school culture add a layer of complexity to the dilemmatic situation of cooperative learning in an ESL context. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate