At a time when neoliberalism and neoconservatism would compel teachers to focus narrowly on their own contexts, we ask how cross-national conversations can break down boundaries and provide important insights for teaching to social justice. We initiate a conversation between Canada, as a Northern country, and the Nordic countries of Norway, Denmark, Sweden, Finland, and Iceland on the subject of teaching using "diverse" literature. While one main question revolves around deciding what to call the literature (multicultural? diverse? counter-story? migrant? post-colonial?), a more fundamental one centres on how to critically introduce and respond to its presence in the classroom, especially given national identities formed through Northern / Nordic exceptionalism. Imagology represents one promising direction, as does pedagogy of discomfort.
This autoethnographic case study presents ethical and cultural considerations and accommodations to support the learning of D/deaf and hard-of-hearing people in oral language classes. Drawing on the shared experience of both researchers, as a professor and a student of French as a Second Language at an Ontario university from September 2019 to April 2022, this article offers pedagogical tips and practical advice to better accommodate D/deaf and hard-of-hearing students in the classroom and online.
This article examines how pre-service teachers are prepared to teach linguistically and culturally diverse learners. Document analysis examined the current policy framework in Iceland and provided an insight into how the policy is guiding praxis in teacher education. The findings reveal contrasting ideologies in education policies and measures in Iceland, as well as a missing link from theory to didactics in teacher education regarding teaching in diverse classrooms. To ensure equity in education, developing teacher knowledge and perspectives about diversity is crucial, as well as providing teachers with solid pedagogical tools. These enable them to practice inclusive pedagogy in multicultural and multilingual school environments where neoliberal and neoconservative voices have gained influence.
This article explores the career aspirations and educational experiences of Danish-born students of a transnational background who are nearing completion of their studies to become professional teachers in compulsory schools in Denmark. The theoretical framework of the study is grounded in the tenets of critical multiculturalism and transnationalism. The findings obtained from individual qualitative interviews with seven students indicate their overall satisfaction with teacher educators and the learning environments within their campuses. However, the participants also reported experiencing varying degrees of unfair treatment, labelling, and prejudice. Despite having encountered different forms of discrimination, the participants have ambitious career aspirations, often manifested in their determination to challenge social injustice and bring positive change to the compulsory education system.
This article presents the results of a survey of 972 respondents on the effects of Bill 21 on staff and students in Quebec's education faculties and departments during its first year of implementation. The survey shows negative and discriminatory treatment of future teachers during teaching internships, increased polarization and conflict in classroom interactions at the university level, and negative effects on students' well-being and academic and professional success. As well, discriminatory situations or repercussions related to Bill 21 disproportionately affect women, undergraduate students, immigrants, and members of religious minorities. More broadly, however, it affects all staff involved in teacher training programs at Quebec universities, who have had to adopt measures in response to Bill 21 to prevent discrimination.
