ABSTRACT In most teacher education programmes in Canada and the United States, educators’ opportunities to develop equity-related skills are concentrated into single ‘multicultural’ courses. These courses tend to have a conservative or liberal orientation, focused on appreciating diversity or cultural competence, rather than a critical orientation, focused on preparing teachers to address inequity. In this study, based on a survey of instructors of multicultural and intercultural teacher education courses in Canada and the US (N = 186), we examined the relationship between the criticality of their multicultural teacher education courses and their perceptions of institutional support for the values they teach. We found a negative relationship between the two – the more critical the instructors’ approaches, the less institutional support they perceived.

中文翻译：

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支持批判性多元文化教师教育者：变革性教学、社会正义教育和对机构支持的看法

摘要 在加拿大和美国的大多数教师教育项目中，教育工作者培养公平相关技能的机会集中在单一的“多元文化”课程中。这些课程倾向于保守或自由的取向，侧重于欣赏多样性或文化能力，而不是批判性的取向，侧重于让教师准备好解决不平等问题。在这项研究中，基于对加拿大和美国（N = 186）多元文化和跨文化教师教育课程教师的调查，我们研究了他们的多元文化教师教育课程的重要性与他们对制度支持价值观的看法之间的关系他们教。我们发现两者之间存在负相关关系——教师的方法越关键，