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It analyzes complexities within multiculturalism discourses in teacher education and argues that educators must critically locate themselves within settler colonialism. 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I highlight the complexities that underlie discourses of multiculturalism in teacher education, and the important role that new immigrant teacher educators have in locating themselves within the frame of settler colonialism in Canada. I argue that there is a need for genuine dialogue and critical reflexivity that encourage teacher educatorsand teacher candidates to locate themselves within a complex web of privileges and oppressions, and I explore possible new directions for teaching multiculturalism and Indigenous content in teacher education.  \nRésumé  \nDans cet article fondé sur mon expérience personnelle, je discute des responsabilités des formateurs en enseignement pour nouveaux immigrants lorsqu’ils donnent des cours sur la diversité et le multiculturalisme au Canada. Je mets en lumière la complexité inhérente aux discours sur le multiculturalisme dans la formation des enseignants et le rôle important que tiennent les formateurs en enseignement pour nouveaux immigrants quandils se positionnent dans le contexte du colonialisme au Canada. Je maintiens qu’il est nécessaire d’établir un dialogue véritable et une réflexivité critique qui encourage les formateurs en enseignement et les étudiants aux programmes deformation en enseignement à se positionner à l’intérieur d’un tissu complexede privilèges et d’oppressions. J’explore aussi de nouvelles avenues pour enseigner le multiculturalisme et les contenus autochtones dans la formation en enseignement.  \nCJHE / RCES Volume 46, No. 4, 2016  \nNavigating Multiculturalism and Indigenous Education / L. Marom 24  \nIntroduction  \nIn this article, I share my journey as a new immigrant navigating my way in Canadian multiculturalism as I try to understand and reframe my responsibilities as a teacher educator and a new Canadian citizen. I use what Indigenous scholar Susan Dion (2007) has called critical reflexivity—“critical reflection on self and self in relationship with others situated in a social–political–historical context”(pp. 331–332)—to uncover my location as a White minority (Jewish) immigrant teacher educator teaching multiculturalism in a Canadian university.  \nI alternate between reflective writing and theoretical framing because, when teaching controversial topics, it is crucial to establish a connection between the personal and the theoretical. This allows us to move from having an abstract “innocent” discussion to arriving at a genuine “dangerous understanding”(Tuck & Yang, 2012) . I start with a methodological note on the genre in which this article is written, followed by the reflective/ theoretical background. I describe an incident in a BEd class that triggered growth in my understanding of the complexities of teaching Indigenous content under the umbrella of multiculturalism in teacher education (Mathur, Dewar, & DeGagné, 2011; Phung, 2011) . I argue that teaching diversity and multiculturalism in teacher education needs to open spaces of genuine dialogue around difference, moving beyond the superficial “decolonization metaphor”(Tuck & Yang, 2012) to explore the complex past and present relations between settlers, Indigenous peoples, and immigrants in Canada. I conclude with a discussion of the important role that new immigrant teacher educators (and teachers) play in relating to Canada’s colonial past and present, and explore possible new directions for teaching multiculturalism and Indigenous content in teacher education.  \nMethodological Note  \nMost academic articles follow a cert","cbCaiv5zvJaRr60S","https://ap.wps.com/l/cbCaiv5zvJaRr60S","pdf",235273,18,"English","# Abstract\n# Introduction\n# Methodological Note\n# Background","[{\"question\":\"What is the article’s central focus regarding new immigrant teacher educators?\",\"answer\":\"It examines their responsibilities when teaching diversity and multiculturalism courses in Canada and how they understand their roles in relation to settler colonialism.\"},{\"question\":\"How does the author connect personal experience with theoretical analysis?\",\"answer\":\"The author alternates reflective writing with theoretical framing to link personal understandings to the theoretical context needed for teaching controversial topics.\"},{\"question\":\"What approach does the article propose for teaching multiculturalism and Indigenous content?\",\"answer\":\"It calls for genuine dialogue and critical reflexivity that help teacher educators and teacher candidates locate themselves within a web of privileges and oppressions, moving beyond superficial decolonization metaphors.\"}]","A New Immigrant Experience of Navigating Multiculturalism and Indigenous Content in Teacher Education | PDF",1792083547,45]