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Using a reflective inquiry combined with a self-study of teacher and teacher education practices (S-STEP), three educators analyze the complexity of their research and teaching experiences through Egbo’s seminal text. The discussion grounds praxis-oriented teacher education in both rural and urban contexts, emphasizing curriculum development and trans-disciplinary educational praxis.","The Canadian Journal for the Scholarship of Teaching and Learning  \n\n| Volume 6 | Issue 3 | Article 6 |\n| --- | --- |\n| 12-11-2015\u003Cbr>Teaching for Diversity in Teacher Education: Transformative Frameworks\u003Cbr>Karen O. Ragoonaden\u003Cbr>UBC Okanagan campus, karen.ragoonaden@ubc.ca\u003Cbr>Awneet Sivia\u003Cbr>University of the Fraser Valley, [awneet.sivia@ufv.ca](awneet.sivia@ufv.ca)\u003Cbr>Victorina Baxan\u003Cbr>OISE University of Toronto, [victorina.baxan@utoronto.ca](victorina.baxan@utoronto.ca)\u003Cbr>Follow this and additional works at: [http://ir.lib.uwo.ca/cjsotl_rcacea](http://ir.lib.uwo.ca/cjsotl_rcacea)\u003Cbr> Part of the Curriculum and Social Inquiry Commons, Higher Education Commons, and the Teacher Education and Professional Development Commons |  |\n\nRecommended Citation  \nRagoonaden, Karen O.; Sivia, Awneet; and Baxan, Victorina (2015) \"Teaching for Diversity in Teacher Education: Transformative Frameworks,\" The Canadian Journal for the Scholarship of Teaching and Learning: Vol. 6: Iss. 3, Article 6.  \nAvailable at: [http://ir.lib.uwo.ca/cjsotl_rcacea/vol6/iss3/6](http://ir.lib.uwo.ca/cjsotl_rcacea/vol6/iss3/6)  \nTeaching for Diversity in Teacher Education: Transformative Frameworks  \nAbstract  \nThis paper examines the practice and professional development of teacher educators engaged in diversity pedagogy in Canadian teacher education programs. Using a reflective inquiry combined with a self-study of teacher and teacher education practices (S-STEP), three educators discuss the complexity of their research and teaching experiences through the lens of Egbo’s (2009) seminal text, Teaching for Diversity in Canadian Schools. These critical reflections provide the basis to contextualize praxis-oriented teacher education practices in rural and in urban contexts. Specifically, the discussions focus on how diversity pedagogy informed curriculum development and promoted trans-disciplinary educational praxis. These transformative frameworks provided the teacher educators with the necessary knowledge base and knowledge mobilization to introduce marginalization, oppression, and alienation of underrepresented populations to preservice and service teachers.  \nCet article examine les pratiques et le développement professionnel des professeurs formateurs d’enseignants qui sont engagés en pédagogie diversifiée dans les programmes canadiens de formation des enseignants. À l’aide d’un examen de réflexion combiné à une auto-évaluation des pratiques d’enseignement et des pratiques de formation des enseignants, trois éducateurs discutent la complexité de leur recherche et de leurs expériences d’enseignement à travers le prisme du texte de référence d’Egbo (2009), Teaching for Diversity in Canadian Schools. Ces réflexions critiques présentent une base pour mettre en contexte les pratiques deformation d’enseignants orientés vers la pratique dans des contextes ruraux et urbains. Plus particulièrement, les discussions se concentrent sur la manière dont la pédagogie diversifiée a informé le développement des programmes d’études et favorisé la pratique éducative transdisciplinaire. Ces cadres transformatifs ont donné aux professeurs formateurs d’enseignants la base de connaissances et la mobilisation des connaissances pour introduire la marginalisation, l’oppression et l’aliénation des populations sous-représentées aux enseignants en formation ainsi qu’à ceux qui ont déjà pris du service.  \nKeywords  \nteacher education, culturally relevant pedagogy, scholar-practitioner, scholarship of teaching and learning, self-study of teacher and teacher education practices  \nCover Page Footnote  \nThe authors gratefully acknowledge the direction provided by the reviewers.  \nThis research paper/rapport de recherche is available in The Canadian Journal for the Scholarship of Teaching and Learning:  \n[http://ir.lib.uwo.ca/cjsotl_rcacea/vol6/iss3/6](http://ir.lib.uwo.ca/cjsotl_rcacea/vol6/iss3/6)  \nRagoonaden et al.: Teaching for Diversity  \nRecognizing the steadily increasing numbers of","cbCaii1btC6wTBYl","https://ap.wps.com/l/cbCaii1btC6wTBYl","pdf",692618,18,"English","en",105,"# Abstract\n# Keywords","[{\"question\":\"What is the focus of the paper on diversity pedagogy?\",\"answer\":\"It focuses on the practice and professional development of teacher educators engaged in diversity pedagogy within Canadian teacher education programs.\"},{\"question\":\"What research approach does the paper use?\",\"answer\":\"It uses a reflective inquiry combined with a self-study of teacher and teacher education practices (S-STEP) to examine teaching and research experiences.\"},{\"question\":\"How do the transformative frameworks affect teacher education practice?\",\"answer\":\"They provide teacher educators with knowledge and knowledge mobilization to introduce marginalization, oppression, and alienation of underrepresented populations to preservice and service teachers.\"}]","Teaching for Diversity in Teacher Education: Transformative Frameworks | PDF",1792081452,45,{"code":4,"msg":82,"data":83},"ok",{"site_id":75,"language":74,"slug":84,"title":65,"keywords":85,"description":66,"schema_data":86,"social_meta":140,"head_meta":142,"extra_data":144,"updated_unix":145},"teaching-for-diversity-in-teacher-education-transformative-frameworks","",{"@graph":87,"@context":139},[88,102,122],{"@type":89,"itemListElement":90},"BreadcrumbList",[91,95,97,100],{"item":92,"name":93,"@type":94,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":96,"name":9,"@type":94,"position":14},"https://docshare.wps.com/document/",{"item":98,"name":40,"@type":94,"position":99},"https://docshare.wps.com/document/research-report/",3,{"item":101,"name":65,"@type":94,"position":19},"https://docshare.wps.com/document/teaching-for-diversity-in-teacher-education-transformative-frameworks/595598/",{"url":101,"name":65,"@type":103,"image":104,"author":109,"headline":65,"publisher":111,"fileFormat":114,"inLanguage":74,"description":66,"dateModified":115,"datePublished":116,"encodingFormat":114,"isAccessibleForFree":117,"interactionStatistic":118},"DigitalDocument",{"url":105,"@type":106,"width":107,"height":108},"https://docshare.wps.com/thumbnails/teaching-for-diversity-in-teacher-education-transformative-frameworks/595598.png","ImageObject",300,407,{"name":63,"@type":110},"Person",{"url":92,"name":112,"@type":113},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":119,"interactionType":120,"userInteractionCount":39},"InteractionCounter",{"@type":121},"ViewAction",{"@type":123,"mainEntity":124},"FAQPage",[125,131,135],{"name":126,"@type":127,"acceptedAnswer":128},"What is the focus of the paper on diversity pedagogy?","Question",{"text":129,"@type":130},"It focuses on the practice and professional development of teacher educators engaged in diversity pedagogy within Canadian teacher education programs.","Answer",{"name":132,"@type":127,"acceptedAnswer":133},"What research approach does the paper use?",{"text":134,"@type":130},"It uses a reflective inquiry combined with a self-study of teacher and teacher education practices (S-STEP) to examine teaching and research experiences.",{"name":136,"@type":127,"acceptedAnswer":137},"How do the transformative frameworks affect teacher education practice?",{"text":138,"@type":130},"They provide teacher educators with knowledge and knowledge mobilization to introduce marginalization, oppression, and alienation of underrepresented populations to preservice and service teachers.","https://schema.org",{"og:url":101,"og:type":141,"og:title":65,"og:site_name":112,"og:description":66},"article",{"robots":143,"canonical":101},"index,follow",{"doc_id":61,"site_id":75},1792165385]