Global Teaching: Southern Perspectives on Teachers Working with Diversity (Education Dialogues with/in the Global South)

At a time when social, cultural and linguistic diversity has become a characteristic of education systems around the world, this timely text considers how teacher education is responding to these developments in the context of increased mobilities within and across national boundaries. This collection draws together the work of scholars, from a range of urban, rural and national contexts from the Global South and North, who engage in dialogue about diversity and knowledge exchange. It includes perspectives from multiple contexts using a range of frameworks that cohere around attention to issues of equity and social justice, and focuses on the macro level dynamics (policy, theory, global governance) as well as meso (institutional practices) and micro dimensions (professional identities, cultural, and identity transformation). The authors explore these dynamics and dimensions through mobilities of teachers and students, cosmopolitan theory, indigenous epistemologies, language ecology, professional standards policy discourses, and critical analyses of frameworks including postcolonialism, multiculturalism and culturally responsive and relevant pedagogical approaches. Acknowledgments 6 Books by Carol Reid 7 Contents 8 Author Bios 11 List of Figures 15 List of Tables 16 Chapter 1: Introducing Global Teaching and Southern Perspectives 17 Introduction 17 Responses to Diversity 18 Southern Theory 20 Overview of the Book 21 Conversations 26 References 28 Part I Southern Perspectives from the Global North 31 Chapter 2: Whither Cultural Diversity and Intercultural Education in the Netherlands? 32 Introduction 32 Dutch Context 33 Movements and Identities 33 Responses to Superdiversity 35 Education 37 School and Classroom Level: A Project on Citizenship Education 41 School Portraits 43 Designed Citizenship Activities 44 Professional Learning 44 Teacher Education 45 References 46 Chapter 3: The Schooling of Marginalized Students in Urban Canada: Programs, Curricula, and Pedagogies 49 Introduction 49 Theoretical Reference 50 Educating a Culturally Diverse Student Population: Models, Policies, and Programs 55 Putting Theory into Practice: A Community-­Referenced Approach to Education Project 61 Conclusion 65 Notes 66 References 67 Chapter 4: Learning to Be a Culturally Responsive Teacher in the Global North: A Call for Critical Teacher Education 72 Introduction 72 The Study: Design and Methodology 76 How Ready Are Scottish Student-Teachers for Culturally Diverse Classrooms? 77 Teacher Education for Teachers from the Global North 83 Note 87 References 87 Part II Indigenous Perspectives from the North and South 91 Chapter 5: A Cartography of Higher Education: Attempts at Inclusion and Insights from Pasifika Scholarship in Aotearoa New Zealand 92 Introduction 92 Ahmed and Diversity 95 Social Cartography and Diversity 98 Pasifika and Teu le va 104 Conclusion 105 Notes 106 References 106 Chapter 6: Culturally Responsive Practice for Indigenous Contexts: Provenance to Potential 111 Introduction 111 Culturally Responsive Teaching: Canvassing the Terrain 112 Culturally Responsive Teaching for Indigenous Contexts: Problematizing and Illuminating 114 Sovereignty and Self-Determination 115 Settler Colonialism 117 Racism and White Supremacy 118 Language and Cultural Revitalization 119 Indigenous Epistemologies 120 Culturally Responsive Teacher Education Praxis in Indigenous Contexts 121 Alaska: Creating Collaborative Partnerships to Support Alaska Native Education 122 Aotearoa New Zealand: Huakina Mai; Opening Doors for Māori Youth 126 Drawing Common Threads 129 Revising and Re-envisioning for Culturally Inclusive Futures 130 Note 133 References 133 Chapter 7: Cosmopolitan Theory and Aboriginal Teachers’ Professional Identities 138 Introduction 138 Cosmopolitan Social Theory and Indigenous Cultural Transformation 140 Family Connections Through Time and Space 142 Aboriginal Teachers and Professional Identities 145 Toward a Cosmopolitan Professional Identity for Aboriginal Teachers 149 Notes 150 References 151 Chapter 8: Trilingual Education in the Inner Mongolia Autonomous Region: Challenges and Threats for Mongolian Identity 153 Introduction 153 Background 154 City School 156 Town School 160 Village School 164 Discussion and Conclusion 168 Research Note 170 References 170 Part III Where the North and South Collide 172 Chapter 9: Preparing Teachers through International Experience: A Collaborative Critical Analysis of Four Australian Programs 173 Introduction 173 Intercultural Competence 175 International Experiences in Teacher Education 176 Postcolonial Understandings 178 Conduct of the Study 179 Critical Analysis of Four Programs 179 Preparation (PEER Aspect #1) 183 Engagement (PEER Aspect #2) 184 Evaluation (PEER Aspect #3) 185 Reflection (PEER Aspect #4) 186 Discussion 187 Conclusion 189 References 190 Chapter 10: Beyond “Little Miss International ”: Exploring the Imaginaries of Mobile Educators 195 Introduction 195 Theorizing Mobile Educator Practice 197 Larger Project 198 Two Female Mobile Educators 199 Narratives of “a Mobile Educator” 200 Karen 200 Angela 203 Beyond “Little Miss International” 206 Closing Remarks 210 References 211 Chapter 11: Conclusion: Learning the Humility of Teaching ‘Others’—Preparing Teachers for Culturally Complex Classrooms 214 Introduction 214 Southern Theory 216 Teacher Education 218 The Struggle for Social Justice 223 Facing the “Other”: Learning and Teaching with Humility 227 References 232 Index 235 Front Matter....Pages i-xix Introducing Global Teaching and Southern Perspectives....Pages 1-14 Front Matter....Pages 15-15 Whither Cultural Diversity and Intercultural Education in the Netherlands?....Pages 17-33 The Schooling of Marginalized Students in Urban Canada: Programs, Curricula, and Pedagogies....Pages 35-57 Learning to Be a Culturally Responsive Teacher in the Global North: A Call for Critical Teacher Education....Pages 59-77 Front Matter....Pages 79-79 A Cartography of Higher Education: Attempts at Inclusion and Insights from Pasifika Scholarship in Aotearoa New Zealand....Pages 81-99 Culturally Responsive Practice for Indigenous Contexts: Provenance to Potential....Pages 101-127 Cosmopolitan Theory and Aboriginal Teachers’ Professional Identities....Pages 129-143 Trilingual Education in the Inner Mongolia Autonomous Region: Challenges and Threats for Mongolian Identity....Pages 145-163 Front Matter....Pages 165-165 Preparing Teachers through International Experience: A Collaborative Critical Analysis of Four Australian Programs....Pages 167-188 Beyond “Little Miss International ”: Exploring the Imaginaries of Mobile Educators....Pages 189-207 Conclusion: Learning the Humility of Teaching ‘Others’—Preparing Teachers for Culturally Complex Classrooms....Pages 209-229 Back Matter....Pages 231-233 At A Time When Social, Cultural And Linguistic Diversity Has Become A Characteristic Of Education Systems Around The World, This Timely Text Considers How Teacher Education Is Responding To These Developments In The Context Of Increased Mobilities Within And Across National Boundaries. This Collection Draws Together The Work Of Scholars, From A Range Of Urban, Rural And National Contexts From The Global South And North, Who Engage In Dialogue About Diversity And Knowledge Exchange. It Includes Perspectives From Multiple Contexts Using A Range Of Frameworks That Cohere Around Attention To Issues Of Equity And Social Justice, And Focuses On The Macro Level Dynamics (policy, Theory, Global Governance) As Well As Meso (institutional Practices) And Micro Dimensions (professional Identities, Cultural, And Identity Transformation). The Authors Explore These Dynamics And Dimensions Through Mobilities Of Teachers And Students, Cosmopolitan Theory, Indigenous Epistemologies, Language Ecology, Professional Standards Policy Discourses, And Critical Analyses Of Frameworks Including Postcolonialism, Multiculturalism, Culturally Responsive And Relevant Pedagogical Approaches As Well As A Community-referenced Approach