Citation

Teacher continuing education, cultural diversity, and education for liberation: Reflecting about an experience in Brazil

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Abstract:

The present paper argues that education for liberation can benefit from partnerships between Higher Education Institutions (HEIs) that offer teacher education courses and the public local authorities interested in promoting professional development/teacher continuing education for their teaching and administrative body in culturally sensitive approaches. It is based on a case study in the context of such a partnership, in which a state supported University in Brazil developed a multicultural professional development course for around 2000 school professionals distributed in 75 classes throughout the Rio de Janeiro state, through a partnership with the Rio de Janeiro educational state local authority. It is important to note that Brazilian government has been fostering professional development initiatives as a way to promote transformational teaching practices that can help improve educational performance of pupils throughout the country. The main aims of the present paper are: to discuss the multicultural framework that informed the course undertaken; and to pinpoint ways by which that framework has been translated in the materials produced. The study can be important comparatively inasmuch as the proposed framework can help sensitize teachers and school professionals towards cultural plurality, as well as foster a more open, dialogical and transformational educational approach that can help pupils feel valued and reinforce education for liberation in Brazil and elsewhere.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p489323_index.html
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MLA Citation:

Canen, Ana. "Teacher continuing education, cultural diversity, and education for liberation: Reflecting about an experience in Brazil" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p489323_index.html>

APA Citation:

Canen, A. , 2011-04-30 "Teacher continuing education, cultural diversity, and education for liberation: Reflecting about an experience in Brazil" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p489323_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The present paper argues that education for liberation can benefit from partnerships between Higher Education Institutions (HEIs) that offer teacher education courses and the public local authorities interested in promoting professional development/teacher continuing education for their teaching and administrative body in culturally sensitive approaches. It is based on a case study in the context of such a partnership, in which a state supported University in Brazil developed a multicultural professional development course for around 2000 school professionals distributed in 75 classes throughout the Rio de Janeiro state, through a partnership with the Rio de Janeiro educational state local authority. It is important to note that Brazilian government has been fostering professional development initiatives as a way to promote transformational teaching practices that can help improve educational performance of pupils throughout the country. The main aims of the present paper are: to discuss the multicultural framework that informed the course undertaken; and to pinpoint ways by which that framework has been translated in the materials produced. The study can be important comparatively inasmuch as the proposed framework can help sensitize teachers and school professionals towards cultural plurality, as well as foster a more open, dialogical and transformational educational approach that can help pupils feel valued and reinforce education for liberation in Brazil and elsewhere.


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