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Considerations of Identity in Teachers' Attitudes Toward Considerations of Identity in Teachers’ Attitudes toward Teaching Controversial Issues under Conditions of Globalization: A Critical Democratic Perspective from Canada by Angela MacDonald A thesis submitted in conformity with the requirements for the Degree of Doctor of Philosophy Graduate Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education of the University of Toronto © Copyright by Angela MacDonald (2013) Considerations of Identity in Teachers‟ Attitudes Toward Teaching Controversial Issues under Conditions of Globalization: A Critical Democratic Perspective from Canada Angela MacDonald Doctor of Philosophy Department of Curriculum, Teaching and Learning University of Toronto 2013 Abstract Controversy, as a vital principle of democracy, plays a central role in education for critical democratic global citizenship. Controversial issues, however, raise pedagogical challenges for teachers in that they are not only explicitly political, but also potentially threatening to the reproduction of status quo ideals and embedded national narratives – themselves keystones of citizenship education. The findings from this dissertation study report survey data on teachers‘ attitudes toward teaching controversial issues from 202 Canadian teachers, as well as findings from interviews conducted with 16 Alberta teachers about how their multiple identities, and those of their students, intersect with their attitudes toward teaching controversial issues. The findings are discussed against indicators of critical democratic global citizenship education (CDGCE) which I advance in the thesis following from my investigation into the relationship between critical theory of a) democracy, b) globalization, and c) education. I engage the findings through the lens of critique and possibility and the reproduction and interruption of hegemonic discourse. Read through this lens, I found that hegemonic discourses of neutrality and universalism are being both reproduced and interrupted in complex ways that do affirm, but mostly refute, the promise of education for deepening democracy under conditions of globalization. Discourses of neutrality and universalism are being reproduced through insidious practices that affirm difference-blind and blank slate ideals and these need responding to. These have implications for how students in Canadian classrooms may be being prepared for critical democratic global citizenship education. Despite the misguided emphasis on the danger of teachers‘ expressing extreme views in dominant discourses of education that question the place of controversial issues in school, I argue that the greater threat to deepening democracy is not teachers who express extreme views; it is curriculum and teachers who do not question familiar ones. In turn, I call for critical discursive and reflexive practices for teaching and learning with controversial issues that foreground identity, difference, and feelings as explicit material for learning. Finally, I delineate specific recommendations that are crucial responses for realizing the promise of education for deepening democracy under conditions of globalization. ii Acknowledgements I arrived at OISE in September 2004 to begin a Masters degree in the Department of Curriculum, Teaching, and Learning. In my nearly 9 years at OISE, I have been so fortunate to meet, be supported by, work with, and learn from several individuals who have shaped my experience of graduate studies and have shaped my identity as a scholar, educational researcher, colleague, and friend. These include professors and instructors Ed O‘Sullivan, Jack Miller, Kathy Broad, Alan Silverman, Jill Goodreau, Hilary Inwood, David Montemurro, Kathy Bickmore, and the late Roger Simon. They also include support staff with Education Commons: Tony Gallina, Alfredo Chow, Joseph Caprara, and Olesya Falenchuck. Most significantly, these include my OISE peers, colleagues, and friends: Leigh- Anne Ingram, Sameena Eidoo, Nadya Weber, Karen Pashby, Gary Pluim, Tim Fletcher, Saskia Stille, Colette Peters, Kirk Perris, Jaddon Park, Kara Janigan, and Arif Anwar. Finally, and with most sincere gratitude, these include my supervisor Dr. John Portelli, and my commitee members Dr. Mark Evans and Dr. Reva Joshee. John – you were a consistent source of support as an advocate of my work and scholarship, and as a mentor and friend. You made yourself available whenever I needed you, whether it be a same day meeting, phone call, or skype session. I have learned a great deal from you, more than I could begin to articulate here. Foremost, you have been a model of an honest scholar who is unwilling to compromise or mask your values, beliefs, or convictions for the sake of making people feel more comfortable. In this way, not only your words but your actions teach the importance of teaching and learning with discomfort as pedagogy for transformative education. You have made a lasting impression on my work and my professional identity. Mark, we have worked closely together for nearly all 8 years that I studied at OISE. Your consistent feedback and guidance, quiet nudges to progress toward completion, inquiries into my well- being, and the opportunities you have provided me with to learn from you are all sincerely appreciated. I feel so fortunate to have benefited from your mentorship as long as I have – thank you. Reva, I am so happy that we were able to get to know one another better through our experience travelling together in Turkey and Italy. My work is stronger following your thoughtful input over the last few years, and particularly following your most recent feedback during the final revisions. Thank you also to my external examiner, Dr. Alan Sears, for your critical and thoughtful feedback, and to my internal examiner Dr. James Ryan, for your engagement with the thesis. I am also grateful to several individuals and organizations in Alberta for facilitating and supporting my doctoral research. To begin, I am most grateful to the Alberta Teachers Association and to Jean-Claude Couture, in particular, for your interest in this work, for your guidance, support, and practical coordination of my data collection process. I am also sincerely grateful to the ATA Social Science and Science Councils and their members for their interest and participation in this research. This gratitude extends foremost to the 103 Alberta teachers who completed surveys and to the 16 teachers who took the time to sit down with me to be interviewed. I have very fond memories of my time at the ATA conferences, from walks with you all through beautiful Jasper forests to warm dinners around the fireplace. I am so grateful for being made to feel comfortable and welcome. From the University of Alberta I am sincerely grateful to Lynette Shultz and George Richardson for their feedback, direction, and support. My experience in Alberta was also greatly enhanced because of the friendship, generosity, and hospitality of University of Alberta doctoral candidate Shelane Jorgenson. Shelane - you were my home base in Alberta and I iii am so happy that my research process involved my establishing this close friendship with you which I sincerely value. I am also grateful to the teacher professional associations across Canada who extended invitations to their members to participate in this research. Outside Canada, I am grateful to Dr. Justin Dillon who took the time to review and provide extensive feedback on my survey questionnaire. Dr. Dillon - you responded to my request with the turn around time and quality of engagement that only one of your own students could expect, and for that I am so grateful. I want to also acknowledge the support of the Canada Graduate Scholarship I received from the Social Sciences and Humanities Research Council of Canada, and the support of the Ontario Graduate Scholarship program. Most important to me, I want to thank my close friends and family members. To my best friend Heather Diack I want to say thank you for teaching me, from such a young age, to extend beyond my comfort zone to test the limits of what I am capable of doing and accomplishing – whether it has meant singing in front of my peers in the 4th grade, sneaking out to concerts in high school, or pushing myself as an emerging scholar (as you have modelled for me so well). No matter what challenges I confront, nothing can ever take away the sense of good fortune I feel for having you as my best friend in life. I also want to thank my close friend Geoff Soloway, for whose friendship I am equally grateful. Geoff - we have worked and walked together as friends over the course of 8 years at OISE, and along with my PhD degree, your life-long friendship is one of the most valuable rewards I take away from this experience. To my family – Mom, Dad, Melanie, Megan, Matthew, and Maya – I want to express how much your support and belief in me has impacted my sense of well-being throughout this experience. I am grateful for the traits you impart on and model for me that have contributed to who I am as a person and scholar – strong will (Mom), interest in politics and current events (Dad), kindness (Melanie), determination (Megan), gentleness (kindie Matthew), and willingness to go against the grain (baby Maya). I also want to thank Desa for your calming presence during a stressful time for me, and for raising the loving, generous, fun-loving, perpetually curious, and most genuine man with whom I share my life. Bojan – you are a true partner. Your own love of learning and reading exceeds that of anyone I have ever met and inspires me. I am so grateful to learn with, be cared for, and be loved by you. I am also so grateful for the countless hours you spent revising this thesis as though it were a full time job, and for the amazing gourmet meals I regularly came home to throughout this process – even after your own long days of teaching. Your consistent gentle reassurement that ‖it‘s almost there‖ and that ‖we‘ll soon be at the cabin‖ kept me going.
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