|Author(s)||Mary, L., & Young, A.|
|Editor||Ross, A. (ed) Citizenship Education in Society|
This paper presents data - questionnaires, student working group notes and film presentations - gathered during a pre-service course for primary teachers piloted in 2005-6 at the IUFM d’Alsace, France. Our aim was to sensitise student teachers to the needs of their linguistically and culturally diverse pupils, to provide them with strategies to support all children in their learning at school and to create a safe environment where values are shared, rights acknowledged and pupils are recognised and respected in their diversity. The data illustrates that knowledge about culture, language and identity and the way in which it was acquired, namely through problem-based and collaborative learning, was decisive in facilitating the adjustment of the students’ essentially monocultural world-view.