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Self-Study and Diversity II

Inclusive Teacher Education for a Diverse World

2016 - 218 pages

Julian Kitchen (Brock University, Canada), Deborah Tidwell (University of Northern Iowa, USA) and Linda Fitzgerald (University of Northern Iowa, USA) (Eds.)

ISBN Paperback: 9789463005326 ($ 54.00)
ISBN Hardcover: 9789463005333 ($ 99.00)
ISBN E-Book: 9789463005340

Subject: Education General, Teacher Education, Social Justice, Culture and Education

Number 20 of the series: Professional Learning

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Self-Study and Diversity II

"The greatest strength of this book is the compelling narratives written by the authors ... These well-organized and cohesive narratives help bring the self-study methodology to life ... By giving a voice to diverse teacher educators, this book provides a broad representation of perspectives on self-study in teacher education. Because self-study is a growing area of research in education, Self-Study and Diversity II: Inclusive Teacher Education for a Diverse World is a relevant contribution to the field. The authors’ counterstories will appeal to teacher educators and preservice teachers alike." -- TEIS News, an interest section of TESOL, Sept 2016

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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Self-Study and Diversity II