ABSTRACT

This article examines the utility of drawing on Cultural Studies to aid teachers in reassessing understandings and approaches to multicultural education; how engaging with notions of cultural complexity, hybridity and essentialism offers a critical tool box around issues of cultural difference that ultimately provides a better understanding of school communities in a global context. We revisit teachers involved in the Rethinking Multiculturalism, Reassessing Multicultural Education project from a decade ago who, at the time, expressed the greatest sense of impact of the professional learning they received in the project. We asked these teachers to reflect on that experience, and whether the theory employed in the training continued to influence their teaching practice. This is contrasted with current, more instrumentalised, approaches to teacher professional learning raising questions about the nature of professional knowledge, the relationship between theory and practice and the broader utility of Cultural Studies in education.

摘要

本文考察了利用文化研究来帮助教师重新评估对多元文化教育的理解和方法的效用；参与文化复杂性、混合性和本质主义的概念如何提供围绕文化差异问题的关键工具箱，最终在全球背景下更好地理解学校社区。我们重访参与反思多元文化主义、重新评估多元文化教育的教师十年前的项目，他们当时表达了他们在项目中获得的专业学习的最大影响。我们请这些教师反思那次经历，以及培训中采用的理论是否继续影响他们的教学实践。这与当前更加工具化的教师专业学习方法形成对比，引发了关于专业知识的性质、理论与实践之间的关系以及文化研究在教育中的更广泛用途的问题。