Repositioning multiculturalism in teacher education policy and practice : a case for cosmopolitan capabilities
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 RParent Title
Precarious international multicultural education : hegemony, dissent and rising alternativesStart Page
259End Page
276Number of Pages
18ISBN-13
9789460918926Publisher
Sense PublishersPlace of Publication
Rotterdam, The NetherlandsOpen Access
- No
External Author Affiliations
Faculty of Arts, Business, Informatics and Education; Learning and Teaching Education Research Centre (LTERC);Era Eligible
- Yes