Self-Study and Diversity II : Inclusive Teacher Education for a Diverse World

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. TABLE OF CONTENTS......Page 6 LOOKING BACK......Page 8 FIRST VOLUME THEMES......Page 10 ORGANIZATION OF THE SECOND VOLUME......Page 11 Critical Autobiographical Self-Studies......Page 12 Teacher Education Practices in Diverse Settings......Page 13 Promoting Social Justice through Teacher Education......Page 14 LOOKING FORWARD......Page 15 REFERENCES......Page 16 MAKING IT BETTER NOW FOR GAY, LESBIAN YOUTH: EDUCATION PROFESSOR SAYS BEING ‘OUT’ CAN MAKEA REAL DIFFERENCE......Page 18 KNOWING INSIDE OUT THROUGH NARRATIVE SELF-STUDY......Page 21 KNOWING INSIDE OUT: CRITICAL PERSPECTIVES......Page 22 FROM CONFUSION TO ACCEPTANCE: MY IDENTITY AS A GAY MAN......Page 24 OPENING UP: FROM CLOSETED TEACHERTO OUT TEACHER EDUCATOR......Page 27 CHANGED UTTERLY:ENGAGEMENT AS RESEARCHER AND ACTIVIST......Page 29 If I Am Not for Myself, Who Is for Me?......Page 30 And If Not Now, When?......Page 31 REFERENCES......Page 32 LEARNING TO DANCE......Page 34 WITH THANKS......Page 35 LIMITATIONS......Page 36 The Pow Wow Trail......Page 37 BUILDING A PERSONAL RELATIONSHIP TO DANCE: CONSIDERING ONKWEHONWEHNEHA, ĀHUTATANGA ANDNE’HA, TIKANGA TO OUR TRADITION......Page 39 INCREASING KNOWLEDGE OF SELF......Page 40 NEW ACTION......Page 41 Indigagogy and Teacher Education......Page 42 NOTES......Page 44 REFERENCES......Page 45 PURPOSE......Page 46 THEORETICAL PERSPECTIVES/MODES OF INQUIRY......Page 47 SNAPSHOTS OF PERCEIVED CHALLENGES......Page 48 Rejection and Inner Chaos......Page 49 ¿Qué Estoy Haciendo Aquí? (What Am I Doing Here?)......Page 50 Grappling with the Juggling Act of Motherhood, Academia, and the Doctoral Program......Page 51 HOW DID MY TEACHING CHANGE BASED ON WHAT I HAVE LEARNED?......Page 53 Creating Intentional Learning Spaces from Social Justice Stance......Page 55 Fears and Possibilities: Who Will I Be and What Can I do?......Page 56 SIGNIFICANCE......Page 57 REFERENCES......Page 58 INTRODUCTION......Page 61 CONCEPTUAL FRAMEWORK......Page 64 Linking Nondominant Testimonios with Participatory Action Research......Page 66 Teacher Data......Page 68 Setting......Page 69 Testimonios: Latin@ Teachers Rising as Researchers......Page 70 New Practice: Research Must Include Bonds of Trust betweenTeachers and Students......Page 75 New Practice: Household Activities Are Fluid and Must Be Re-Conceptualized Based on Students’ F of K......Page 77 What We Learned from Analyzing Our F of K......Page 79 CONCLUSION......Page 80 REFERENCES......Page 81 INTRODUCTION......Page 84 LITERATURE REVIEW......Page 85 Narrative Self-Study......Page 86 Teaching Emirati Women......Page 87 Narrative Exemplar – Teaching Practices......Page 88 Deconstructing and Interrogating Texts......Page 89 Social Issue Journals......Page 90 Tensions......Page 91 Online Multicultural Literature Group Discussions......Page 92 Cultural Responsiveness......Page 94 Privileging English – Arabic English Review......Page 95 CONCLUSION: “TRAVELER THE PATH IS YOURTRACKS...” (MACHADO, 2004)......Page 96 REFERENCES......Page 97 INTRODUCTION......Page 100 Adult Cognitive Development......Page 101 MONOLOGIC AND DIALOGIC TEACHER-LEARNERROLE RELATIONSHIPS IN THE INDIAN CULTURAL HISTORICAL CONTEXT......Page 102 MY SELF-STUDY......Page 103 Tension between Teacher Educator and Researcher Lenses......Page 105 Fear of Writing: A Recursive Trajectory......Page 109 Negotiating Socioculturally Situated Challenges: Learning to Balance between Support and Challenge......Page 114 THE ETHICAL ASPECT OF COLLABORATION......Page 117 REFERENCES......Page 121 INTRODUCTION......Page 126 CONTEXT......Page 127 OUR PRELIMINARY AESTHETIC MEMORY-WORK DIALOGUE......Page 128 EXTENDING OUR AESTHETIC MEMORY-WORK PROCESS OUTWARDS......Page 129 CREATING POETIC RE-PRESENTATIONS OF AESTHETIC MEMORY STORIES......Page 132 TURNING BACK TO OUR SELVES THROUGH A TANKA POEM......Page 134 What does the Tanka poem say?......Page 135 Is it worth saying?......Page 136 LOOKING OUTWARDS: WHAT DIFFERENCE DOES THIS MAKE?......Page 137 NOTE......Page 139 REFERENCES......Page 140 MY JOURNEY AS A SCIENCE TEACHER EDUCATOR IN THAILAND......Page 142 MY JOURNEY AS A SELF-STUDY RESEARCHER......Page 145 PUTTING SELF-STUDY AND PEDAGOGICAL CONTENTKNOWLEDGE TOGETHER TO MAGNIFY MY BELIEFS AND PRACTICES......Page 147 My Process to Gather and Analyze My Data......Page 148 Results of the Data Analysis......Page 149 CONCLUDING REMARKS......Page 152 REFERENCES......Page 153 10. TEACHING GENETICS TO PRE-SERVICE TEACHERS FROM DIVERSE BACKGROUNDS:A South African Self-Study......Page 155 MY CLASSROOM CONTEXT:PERSPECTIVES ON MULTICULTURAL EDUCATION......Page 156 Challenges of Teaching Genetics in a Multicultural Classroom......Page 157 Locating Multicultural Education in the Context of My Classroom......Page 158 The Content of Genetics that I Teach to Pre-Service Teachers......Page 159 THE CHALLENGES OF A MULTICULTURAL CLASSROOMAND OF TEACHING HOW TO TEACH......Page 160 Accommodating Students with Different Levels of Content Knowledge......Page 161 Choosing Examples in a Multicultural Classroom......Page 162 Case 2: Eliciting Students’ Ideas about Sex Determination......Page 164 FINDINGS AND DISCUSSION......Page 166 Using a Variety of Teaching Strategies in My Teaching......Page 167 Using Case Scenarios in My Teaching......Page 169 Using Content with Which Students Could Identify......Page 170 CONCLUDING REMARKS......Page 173 REFERENCES......Page 174 TEACHING DEMOCRATICALLY......Page 176 DIALOGICAL PEDAGOGY......Page 178 METHODOLOGY......Page 179 PEDAGOGICAL AIMS......Page 181 PARALLEL AGITATION......Page 182 CONTEXT OF THE DISCUSSION......Page 184 UNCOVERING OTHERS’ VIEWS......Page 185 MANAGING DIVERSE PERSPECTIVES......Page 186 COUNTERING CONVENTIONAL TEACHING......Page 188 ENACTING A DEMOCRATIC PEDAGOGY OF TEACHER EDUCATION......Page 189 REFERENCES......Page 191 INTRODUCTION......Page 195 THE CONTEXT OF OUR SELF-STUDY......Page 197 METHODOLOGY FOR COLLABORATIVESELF-STUDY......Page 198 Data Collection and Data Analysis......Page 199 Soh’s Practice: Sharing Vulnerability as a Means Toward Cultural Awareness......Page 200 Meach’s Practice: The Influence of Stereotyping on Cultural Awareness......Page 203 BOUNDARY SHIFTING CONNECTS TO OUR LIVES AND PEDAGOGY......Page 204 DISCUSSION......Page 206 REFERENCES......Page 207 EDITORS......Page 209 CONTRIBUTORS......Page 210