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Cross-Cultural Interpretations of Curricular Contextual Crossings
Beginning of article
The North American teaching population continuously fails to reflect student populations, especially school populations located in global and non-dominant communities. Public school students are increasingly likely to be of non-hegemonic cultures, such as those defined by class, national backgrounds, and home languages (Statistics Canada, 2007; United States Census Bureau, 2003), while teachers continually come from White, middle class backgrounds (Cochran- Smith & Zeichner, 2005a). Consequently, teachers' backgrounds and experiences suggest that teachers are less familiar with the cultural diversities they experience in their classrooms. Therefore, it is crucial for teachers to …
