Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
374415 | Teaching and Teacher Education | 2011 | 9 Pages |
Abstract
This qualitative study attends to six Singaporean teachers’ experiences of diversity and understanding of multicultural education to illuminate the influence of national policies and narratives on teachers’ perceptions and practice. These cases illustrate that, beyond reflection on identity and diversity, there is a need for teachers to examine how political, cultural, and economic principles have shaped their understanding of diversity and multicultural education. The authors discuss findings in light of socio-political constraints faced by Singapore teachers and forward implications for teacher education.
Related Topics
Social Sciences and Humanities
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Authors
Theresa Alviar-Martin, Li-Ching Ho,