Meta-knowledge, critical literacy and minority language education: The case of Franco-Ontarian student teachers  

Oleh:

Masny, Diana

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Culture and Curriculum (Full Text) vol. 9 no. 3 (1996), page 260-276.

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/LCC/9 Non-tandon: tidak ada Tandon: 1

Lihat Detail Induk

Isi artikel

This paper reflects on the position of Franco-Ontarians studying to become French-medium teachers. They are a minority, subordinate to the English-speaking population, and in many ways subordinate within the francophone community, to an elite that tends to marginalise and devalue certain forms of literacy and proficiency in their own language. These experiences are shared by many Franco-Ontarians in their own community. Using contrasts between primary (home-based) and secondary discourses, and between teaching-as-apprenticeship and teaching-as-learning, the notions of meta-knowledge and critical literacy are introduced in a postmodern approach to the problem. In the same way that Franco-Ontarians dropped out of English language secondary schools to avoid forms of 'literacy' that were tantamount to cultural assimilation, student teachers take up cultures of silence as a means of resistance to marginalisation and devaluation. A 'pedagogy of difference' in minority language 'education is proposed as a way out of the impasse.

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