Curricular Landscapes: Preservice Teachers’ Perceptions of Place and Identity

Authors

  • Mary Clare Courtland Lakehead University
  • Roberta Hammett Memorial University of Newfoundland
  • Teresa Strong-Wilson McGill University
  • Joyce Bainbridge University of Alberta
  • Ingrid Johnston University of Alberta
  • Anne Burke Memorial University of Newfoundland
  • Angela Ward University of Saskachewan
  • Lynne Wiltse Thompson Rivers University
  • Ismel Gonzales Lakehead University
  • Farha Shariff University of Alberta

Keywords:

teacher education, literacy, children’s literature, diversity

Abstract

The longitudinal study explored preservice teachers’ understandings of Canadian identity and representations of identity in Canadian multicultural picture books. The design involved descriptive case studies in six Faculties of Education across six provinces. Some participants viewed place as related to landscape and geography; some perceived place as a site for promoting sociocultural understanding; others articulated critical discourse of place. Perspectives ranged from sophisticated understandings of Canadian identity and representations in the picture books to resistance to representations or issues that disrupt a dominant (white) perspective of a benevolent multicultural Canada.

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Published

03-11-2009

How to Cite

Courtland, M. C., Hammett, R., Strong-Wilson, T., Bainbridge, J., Johnston, I., Burke, A., Ward, A., Wiltse, L., Gonzales, I., & Shariff, F. (2009). Curricular Landscapes: Preservice Teachers’ Perceptions of Place and Identity. Journal of the Canadian Association for Curriculum Studies, 7(1), 135–159. Retrieved from https://jcacs.journals.yorku.ca/index.php/jcacs/article/view/18034

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Articles