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Through this process of analysis, it became necessary that we reflect on our immigrant experiences and ask ourselves the question, To what extent have we, as immigrant professors become Canadians’ In many instances during this seminar, it became clear to us that teacher candidates, not surprisingly, value symbols and discourses that represent the Canadian mainstream. […]

Methodologically, in this seminar we used our own experiences as internationally educated women professors to analyse discussions and teacher candidates’ practicum experiences. By using our experiences as part of the discussion in this paper we are following current research practices in critical ethnography in which the position of the researcher as an embodied self is […]

Learning to teach involves learning to negotiate power relations; that is, in Foucault’s sense, it requires engaging with power differentials that exist because of varying levels of knowledge within the society. In this regard, an ethnographic approach to the seminar allowed for a possibility of understanding and analysing the exercise of power in the process […]

More specifically, we were interested in and recorded statements that teacher candidates used to describe themselves as teachers-in-training and the skills they identified as worthy of further development. For example, teacher candidates would state that they needed to ‘know how to ask questions [of their students] in a Canadian way’. Statements of identity included the […]

The discussion in this paper is based on segments of data derived from a seminar, Language and Cultural Engagement that has been part of a teacher education programme at a southern Ontario university. This seminar was designed as part of our efforts to help internationally educated students learn the language and cultural norms of Canadian […]