Beyond Intellectual Insularity: Multicultural Literacy As a Measure of Respect
Beyond Intellectual Insularity: Multicultural Literacy as a Measure of Respect Lisa Taylor Bishops University Michael Hoechsmann McGill University Authors’ Note For their support of this research we are deeply indebted to the Social Sciences and Humanities Research Council, the Canadian Race Relations Foundation, Bishop’s University, and our participating school boards, schools, teachers, and students. Note des auteurs Pour leur soutien à cette recherche, nous sommes profondément reconnaissants au Conseil de recherche en sciences humaines du Canada, à la Fondation canadienne des relations raciales, à l'Université Bishop's, et aux conseils scolaires qui ont participé ainsi qu'aux écoles, aux enseignants et aux étudiants. Abstract We report on a national survey (942 secondary students, 10 school boards, 5 provinces) that measures what young people know about the histories and the intellectual, political, and cultural legacies of racialized peoples, globally and nationally, and where they learned it (school, media, family, community). Intended as a contribution to, and challenge of, existing frameworks for multicultural education, the research demonstrates the importance of in and out of school learning, and how the various sites of learning resonate differently for particular groups of young people. It demonstrates the key role schools can play for different youth in building, or augmenting, a consistent, common knowledge base. Résumé Nous faisons le rapport d'une enquête nationale (942 élèves du secondaire, 10 conseils scolaires, 5 provinces) qui mesure la connaissance des jeunes, de l'histoire et de l'héritage intellectuel, politique et culturelle des peuples racialisés, mondialement et nationalement, et où ils l'ont appris (l'école, les médias, la famille, la communauté).
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