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Repositioning multiculturalism in teacher education policy and practice : a case for cosmopolitan capabilities

chapter
posted on 06.12.2017, 00:00 by Roberta HarreveldRoberta Harreveld
If multicultural education is to extend its knowledge base beyond previous incarnations of learning and teaching about “saris, somosas and steelbands” (Modood, 2007, p. 15), then fresh intellectual resources are necessary. As a way forward, this chapter proposes a consideration of ‘cosmopolitan capabilities’ for teachers and teacher educators as transnational knowledge workers (Rizvi, 2008) of the twenty-first century. The proposition is advanced with cognizance of the problematical nature of both cosmopolitanism (Appiah, 2006; Beck, 2006; Fine, 2009; Sen, 2006) and the capability approach when used in education (Harreveld & Singh, 2008; Nussbaum, 2003; Saito, 2003). Contextually, the case is situated at the intersection of local and global concerns around social, economic and political practices that impact teacher education policy and practices in Australia.

History

Editor

Wright HK; Singh M; Race R

Parent Title

Precarious international multicultural education : hegemony, dissent and rising alternatives

Start Page

259

End Page

276

Number of Pages

18

ISBN-13

9789460918926

Publisher

Sense Publishers

Place of Publication

Rotterdam, The Netherlands

Open Access

No

External Author Affiliations

Faculty of Arts, Business, Informatics and Education; Learning and Teaching Education Research Centre (LTERC);

Era Eligible

Yes

Number of Chapters

19