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|a Kitchen, Julian.
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|a Self-Study and Diversity II
|h [electronic resource] :
|b Inclusive Teacher Education for a Diverse World /
|c by Julian Kitchen, Deborah Tidwell, Linda Fitzgerald.
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|a 1st ed. 2016.
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|b SensePublishers :
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|a Self-Study and Diversity: Looking Back, Looking Forward -- Inside Out: My Identity as a Queer Teacher Educator -- Learning to Dance: Pow Wow, Maori Haka, Indiagogy and Being an Indigenous Teacher Educator -- Vivencias (Lived Experiences) of a Feminist Chicana as Praxis: A Testimonio of Straddling between Multiple Worlds.-Researching Our Way: Latin@ Teachers’ Testimonios of Oppression and Liberation of Funds of Knowledge -- Making the Path by Walking: Developing Preservice Teacher Notions of Social Justice in the United Arab Emirates -- Mediation of Culture and Context in Educating a Teacher Educator to Become a Researcher: Self-Study of an Indian Case -- A Self-Study of Connecting through Aesthetic Memory-Work -- Self-Study Preparing Science Teachers: Capturing the Complexity of Pedagogical Content Knowledge in Teaching Science in Thailand -- Teaching Genetics to Pre-Service Teachers from Diverse Backgrounds: A South African Self-Study -- Cultivating Democratically-Minded Teachers: A Pedagogical Journey -- Pre-Service Teachers’ Cultural Competence Development Using Multicultural Children’s Literature -- About the Contributors.
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| 520 |
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|a Self-Study and Diversity II is a book about the self-study of teacher education practices in a diverse world. In this volume, the authors examine the preparation of teachers through a shared orientation to diversity grounded in a commitment to addressing issues of identity, equity, diversity, social justice, inclusion, and access in their professional practice. The first chapters are autobiographical studies in which teacher educators reflect on how their personal identities as minorities within a historically oppressive culture inform their professional practice. These powerful narratives are followed by accounts of teacher educators addressing diversity issues in the United Arab Emirates, India, South Africa, and Thailand. The closing chapters attend to the challenges of preparing teacher candidates to become inclusive educators in a diverse world. Even though each chapter focusses on a particular dimension of equity and social justice or dilemma of practice, the insights in these self-studies are relevant to all teacher educators interested in improving teacher education by respecting diversity and becoming more inclusive. Particular strengths are the diversity of authors and international scope of the book.
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