Purpose:Informed by social imaginary,Canadian exceptionalism,and social inclusion,this study explores how teacher candidates experience and interpret internationalization at home at one university in Canada.Design/App...Purpose:Informed by social imaginary,Canadian exceptionalism,and social inclusion,this study explores how teacher candidates experience and interpret internationalization at home at one university in Canada.Design/Approach/Methods:Data were collected from three sources:(a)policy analyses of public documents related to internationalization in Canada and at the university;(b)a student survey on the internationalization of higher education;and(c)individual interviews with 12 teacher candidates.Eight interviewees were local,four White and four racialized minorities,and fourwere international.Findings:Findings indicate that most participants relate internationalization to student mobility.They present the Canadian society and themselves as open,tolerant,and accepting.Such an imaginary of Canadian exceptionalism does not necessarily coincide with everyday realities of international and racialized teacher candidates.They reported that they experienced Eurocentric curricula,different forms of exclusion,and racism.Some participants enacted agency todisrupt thedominance of White perspectives.Originality/Value:This research addresses knowledge gaps related to internationalization policy as teacher candidates'voices are not often heard in internationalization initiatives.The study suggests that the internationalization of teacher education requires decolonization of curriculum,bridging with anti-racism education,and the internationalization of teacher educators.展开更多
This paper first reviewed a controversial case in which a teacher ran away from his students in a earthquake. Several educational ethnic questions were aroused from the case: Is protecting students part of teacher'...This paper first reviewed a controversial case in which a teacher ran away from his students in a earthquake. Several educational ethnic questions were aroused from the case: Is protecting students part of teacher's job? To what extent should it be applied? etc. Then the author aims to answer these questions based on a real case study from philosophical perspective, that is, analyzing teacher's role(i) as a human being;(ii) as a educator;(iii) as a educatee. Finally the paper concludes that teachers should protect their students even under life threatening circumstances.展开更多
文摘Purpose:Informed by social imaginary,Canadian exceptionalism,and social inclusion,this study explores how teacher candidates experience and interpret internationalization at home at one university in Canada.Design/Approach/Methods:Data were collected from three sources:(a)policy analyses of public documents related to internationalization in Canada and at the university;(b)a student survey on the internationalization of higher education;and(c)individual interviews with 12 teacher candidates.Eight interviewees were local,four White and four racialized minorities,and fourwere international.Findings:Findings indicate that most participants relate internationalization to student mobility.They present the Canadian society and themselves as open,tolerant,and accepting.Such an imaginary of Canadian exceptionalism does not necessarily coincide with everyday realities of international and racialized teacher candidates.They reported that they experienced Eurocentric curricula,different forms of exclusion,and racism.Some participants enacted agency todisrupt thedominance of White perspectives.Originality/Value:This research addresses knowledge gaps related to internationalization policy as teacher candidates'voices are not often heard in internationalization initiatives.The study suggests that the internationalization of teacher education requires decolonization of curriculum,bridging with anti-racism education,and the internationalization of teacher educators.
文摘This paper first reviewed a controversial case in which a teacher ran away from his students in a earthquake. Several educational ethnic questions were aroused from the case: Is protecting students part of teacher's job? To what extent should it be applied? etc. Then the author aims to answer these questions based on a real case study from philosophical perspective, that is, analyzing teacher's role(i) as a human being;(ii) as a educator;(iii) as a educatee. Finally the paper concludes that teachers should protect their students even under life threatening circumstances.
