Thinking beyond recognition: Multiculturalism, cultural intelligence, and the professional capacities of teachers

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Notes

There is much debate about this, of course. We will call it a discipline in so far as it has been institutionalized as a distinct field, but many have claimed it more as an undisciplined field of inquiry, an inter-discipline, or an anti-discipline (Turner 2012). These debates are important, but don’t change the fundamental argument here that Cultural Studies, as an emerging, critical approach to knowledge, offers an important foundation for thinking about intellectual functions of schooling in a globalized world. It is important to acknowledge here the complex relation between Cultural Studies and older disciplines, such as sociology and anthropology, which have also gone through a similar intellectual transformation and have similar contributions to make to the analysis of school knowledge.

The survey had a response rate of 10% (n 5,128), and this data is currently undergoing analysis.

The names used to refer to the two schools in this article are both pseudonyms as are the names for each of the teachers and students.

These readings were Timperley and Robinson (2000), UNESCO (2009), and Inglis (2009).