Investigating Educational Responses to Diversity in Brazil during a Time of Curriculum Change

Simple item page
dc.contributor.authorScott, David M.
dc.contributor.authorKawalilak, Colleen
dc.contributor.authorDressler, Roswita
dc.contributor.authorde Paiva, Wilson Alves
dc.date.accessioned2022-01-13T22:44:48Z
dc.date.available2022-01-13T22:44:48Z
dc.date.issued2019-08
dc.description.abstractThis article offers findings from a qualitative case-based research study examining the ways educators in central Brazil made sense of diversity, and the extent to which they believed recent policies in Brazil promoting greater recognition of ethno-cultural diversity are being realized in K-12 contexts. The multinational research team also examined the degree to which these educators felt that responses to diversity drawn from the Canadian context could inform Brazilian educational policy. Of note, the research participants articulated productive possibilities for promoting the inclusion of cultural diversity in varied classroom contexts. However, confirming findings from prior research, they saw recent policy shifts in Brazil related to intercultural understanding as unsupported by institutions, and thus almost completely reliant on teacher’s personal efforts and convictions. Overall, educators in this study had difficulty seeing Canadian responses to diversity as workable in Brazil, and there were a general absence of discussions concerning the teaching of Afro-Brazilian and Indigenous culture and history. Informed by insights from both sociocultural theorizing (Barton & Levstik, 2004; Wertsch, 1998) and transformative learning theory (Freire, 1970; Mezirow, 1991), findings are analyzed by working to uncover the historically derived interpretive frameworks that both enabled and constrained the various beliefs of these educators.en_US
dc.description.grantingagencyUniversity of Calgary - Research Granten_US
dc.description.grantingagencyOtheren_US
dc.identifier.citationScott, D., Kawalilak, C., Dressler, R., Paiva, W. (2019). Examining educational responses to diversity in Brazil. Comparative Education Review. 63(3), 377-397, doi.org/10.1086/703982en_US
dc.identifier.doihttp://dx.doi.org/10.1086/703982en_US
dc.identifier.issn0010-4086
dc.identifier.issn1545-701X
dc.identifier.urihttp://hdl.handle.net/1880/114274
dc.identifier.urihttps://doi.org/10.11575/PRISM/46354
dc.language.isoengen_US
dc.publisherUniversity of Chicago Pressen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.hasversionacceptedVersionen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.publisher.policyhttps://www.journals.uchicago.edu/cont/jrnl_rights#serviceen_US
dc.rightsUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0en_US
dc.subjectEducation--Brazilen_US
dc.subjectDiversityen_US
dc.titleInvestigating Educational Responses to Diversity in Brazil during a Time of Curriculum Changeen_US
dc.typejournal articleen_US
ucalgary.item.requestcopytrueen_US
ucalgary.scholar.levelFacultyen_US
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Scott_et_al_2019_accepted_version.pdf
Size:
329.7 KB
Format:
Adobe Portable Document Format
Description:
Main article
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.92 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Werklund School of Education Research & Publications