Educating World Teachers for Cosmopolitan Classrooms and Schools

Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals

Y

25

Drama; Multicultural Education; Knowledge Base for Teaching; Cultural Capital; Culturally Relevant Education; Intercultural Communication; Foreign Countries; Student Diversity; Cultural Pluralism; Ethnography; Global Approach; Global Education; Dramatics; Playwriting; Immigrants; High School Students; Scripts; Racial Bias; English (Second Language); Language Attitudes; Teacher Education; Asians

10.1080/02188790701378776

0218-8791

This essay responds to the question of what it might mean to educate "world teachers" for cosmopolitan classrooms and schools through an examination of an ethnographic play entitled "Satellite Kids". The author begins with the idea that teachers need to develop or build up "intercultural capital", that is, knowledge and dispositions that will help them in intercultural exchanges of teaching and learning. The author then explores what such knowledge and dispositions might entail through an analysis of "Satellite Kids". The play's focus on issues of power, identity, and intercultural conflict within a Canadian cosmopolitan school makes an interesting case study for exploring what intercultural knowledge and dispositions might look and sound like, and how the educational project of building intercultural capital is different from the project of multicultural education that has been dominant in Western teacher education throughout 1970s, 1980s, and 1990s. (Contains 1 note.)

As Provided

27

2009

EJ827877