Abstract
This article explores how the contexts of secondary English teaching in Ontario, Canada, interacted with one teacher’s identity to produce teaching perspectives and practices that were monocultural in nature and limited in their multicultural and anti-racist emphases. In doing so, the article contributes to educational research that explores the range of factors that influence English teachers’ educational practices.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.