Talking Practice: The Debriefing Session in Multicultural Teacher Education Curriculum

Authors

  • Roy Graham University of Victoria
  • Jon Young University of Manitoba

DOI:

https://doi.org/10.55016/ojs/jet.v34i2.52652

Abstract

This article provides an initial theoretical discussion of some student and instructor narratives from an action research project in a preservice secondary English methods course. The course attempted to take up a concern for promoting dialogue around race, class, and gender within a notion of curriculum as the construction of culturally significant domains for conversation. Particular attention is focused on the planned debriefing session immediately following the pre service students' first practicum experience, seen as an important opportunity for bridging theory and practice. The paper draws attention to the complexities and tensions for students and instructor a like during these debriefing sessions. The article discusses an expanded role for the instructor within the constraints and possibilities of the debriefing session as one discursive site in the conceptualization of any program-wide age and for multicultural teacher education. 

Author Biographies

  • Roy Graham, University of Victoria

    Roy Graham is Professor and Chair of the Department of
    Curriculum & In stru ction in the Faculty of Education at the
    University of Victoria

  • Jon Young, University of Manitoba

    Jon Young is Professor and Head, Department of Educational
    Administration, Foundations and Psychology at the University of Manitoba.

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Published

2018-05-17

Issue

Vol. 34 No. 2 (2000)

Section

Articles

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