View & Download Full Text
Internationalization of Canadian Teacher Education: Teacher Candidates’ Experiences and Perspectives - Yan Guo (郭燕), Shibao Guo (郭世宝), 2022 (sagepub.com)
Article Information
Manuscript received: October 22, 2019
Revision received: July 2, 2020
Manuscript accepted: July 7, 2020
Published online: August 12, 2020
Issue published: September 2022
Author
Yan Guo (郭燕)
University of Calgary
Shibao Guo (郭世宝)
University of Calgary
Abstract
Purpose: Informed by social imaginary, Canadian exceptionalism, and social inclusion, this study explores how teacher candidates experience and interpret internationalization at home at one university in Canada.
Design/Approach/Methods: Data were collected from three sources: (a) policy analyses of public documents related to internationalization in Canada and at the university; (b) a student survey on the internationalization of higher education; and (c) individual interviews with 12 teacher candidates. Eight interviewees were local, four White and four racialized minorities, and four were international.
Findings: Findings indicate that most participants relate internationalization to student mobility. They present the Canadian society and themselves as open, tolerant, and accepting. Such an imaginary of Canadian exceptionalism does not necessarily coincide with everyday realities of international and racialized teacher candidates. They reported that they experienced Eurocentric curricula, different forms of exclusion, and racism. Some participants enacted agency to disrupt the dominance of White perspectives.
Originality/Value: This research addresses knowledge gaps related to internationalization policy as teacher candidates’ voices are not often heard in internationalization initiatives. The study suggests that the internationalization of teacher education requires decolonization of curriculum, bridging with anti-racism education, and the internationalization of teacher educators.
Keywords
Canada, higher education, internationalization, policy and practice, teacher education