Custom essays on Implications for teaching and schooling

Canadians tend to see their country as the field of the possibilities of a society with high cultural diversity and low conflict. Canada is officially a bilingual country with the certain guarantees of education for religious and language minorities. And, as well, for the rights of Aboriginal people, embedded in the constitution of Canada. Canada is a country built on immigration from many parts of the world and it accepts more than 250,000 immigrants and refugees per year. And, as a fact, Ogbu stated that school learning and performance are influenced by complex social, economic, historical, and cultural factors. The learning will be lost within a system which legitimizes the superiority of the imported culture over the life-world experiences of the learner.
Canadian schools accept more than five million students each year. 95% of them attend public schools (public school), in which boys and girls study together, or Catholic schools (Roman Catholic separate schools) with separate training. The remaining 5% of the students reenrolled in private schools. Secondary education at private schools is considered very prestigious, many existing competitive set, and in some children write down even before their birth. For people the great interest in private schools in Canada, and on it there are a few reasons. A small number of private boarding schools in Canada give them exclusivity. All private boarding schools are better equipped than any state. Canadian private boarding school is much cheaper than all the Swiss, British and most American. Graduates of the well-known private Canadian schools easily arrive at the leading universities in England, the USA and Canada. Canada is a multi-ethnic country, which allows a foreign student to feel at home there.
As a fact, in Canada, most children attend public schools; however, have a place to be and private schools, this boarding school, different schools with a religious bent. Most often, the most prestigious schools hold a special set of training. In all schools there are computer facilities and access to the Internet. One of the subjects of Canadian students is the “core”. This means the overall relationship of grammar, literature, spelling, mathematics, and politics of Canada. As an example of the court’s work is the case of Malcom Ross. The United Nations’ Human Rights Committee has rejected a claim by former teacher Malcom Ross for his right to freely express his religious opinions; he had been violated when he was transferred to a non-teaching position because his writings and statements were found to have created a poisoned environment for Jewish students.

As a result of that, in April 1996, the Supreme Court of Canada agreed with a finding that Ross’ continued employment as a teacher, had impaired the educational environment generally in creating a “poisoned” environment characterized by a lack of equality and tolerance. It said that “the off-duty conduct of a teacher was relevant where a poisoned environment could be traced to off-duty conduct that is likely to produce a loss of confidence in the teacher and the system as a whole”. Later, the court upheld the board of inquiry order to transfer Ross to a non-teaching position. “Malcom Ross’ had denigrated the Jewish faith, had claimed that Christians were under attack by an international conspiracy in which Jewish leaders were prominent, and had questioned the number of Jews killed in the Holocaust so as to buttress the view that there was a Jewish conspiracy to take over the world.” As a fact, Malcom Ross did not have a right to make public statements regarding his anti semantic convictions, to humiliate and to act that way, which can be supported by the consequentialist view. He acted wrong and could only face the negative emotions and anger as a consequence. The moral position considering the racist claims and his behavior on the position of a teacher could not be accepted. For the years this situation poisoned the environment within the school district. As a fact, the basic message to educators will be clear by now, as it is obvious that teacher-student relationship should relate only to studying.
As a fact, consequentialist theory judges the rightnes or wrongness of an action based on the consequences that action has. This can be described as “that action is best that produces the greatest good for the greatest number” (Jeremy Bentham). Consequentialist view to condem Malcom Ross shows that the wrongness can be judged as he deserves. A non-consequentialist theory of value judges the rightness or wrongness of an action based on properties intrinsic to the action, not on its consequences. Non consequentialist view to condem Malcom Ross includes the wrongness of his actions, which lead to the serious consequences.