221
a) Levels of debate
The problem of the use of theoretical knowledge is highlighted as
one that permeates teacher education and can be seen at present
in discussions of multi-cultural education. Over time the issues
that are at the forefront of educational concerns change.
With their
change may
the
dangerous assumption that the old issues are
settled. The reading of the transcripts from which extracts are
now taken
is reminiscent of so many discussions of educational issues
and suggests the persistance of conventional models for teaching
and learning. The assertion in teacher education that it covers
multi-cultural education refers only to the coverage and exposure
that is is given in the teaching. It says nothing of what students
make of it as an
of their personal and professional knowledge.
The transcripts suggest that the structure of the course, its proxi-
mity to issues
on the ground whether at personal or institutional
levels
does make inroads into
the conventional models
The focus
of the
course on theorising and the representation of this in seminars
and in
course work provide a
means
of evaluating
the efficacy
of the pedagogy developed by the Course.
In the
first extract the group
are discussing Maureen Stone’s book
then recently published
Stones 1981) and the gap is quite apparent
between the
experience
and knowledge of
Ulti-Cultural
education
assumed by the literature
and the students
present position.
School C 22.1.82 P7 oi
SSl
Is education not a part of making kids more
positive and more confident is
seems
to be .....
- interruption -
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