Guofang Li is Professor and Canada Research Chair (Tier 1) in Transnational/ Global Perspectives of Language and Literacy Education of Children and Youth at the University of British Columbia, Canada. Jim Anderson is Professor of Literacy at the University of British Columbia, Canada.Jan Hare is Associate Dean of Indigenous Education and Canada Research Chair (Tier 1) of Indigenous Pedagogy at the University of British Columbia, Canada.Marianne McTavish is Professor and Associate Dean of Teacher Education at the University of British Columbia, Canada.

"The four editors (Li, Anderson, Hare, and McTavish) bring a wealth of knowledge from various intersecting fields, including transnational language, literacy, indigenous education, and teacher education…Even the editorial board represents superdiversity in their professional approaches…Anyone already engaged in work described as culturally relevant, culturally sustaining, critical race, abolitionist, or intersectional (for example) will find agreement and support from these chapters."-- Teachers College Record, August 30, 2021

• Introduction: Superdiversity, Emergent Priorities, and Teacher Learning Part 1: Contexts of Teacher Education in a Superdiverse World 1. Teaching Superdiverse Students in a Transnational World: Rethinking Teacher Education 2. Trickster Comes to Teacher Education 3. Getting Past the White Paper: Inclusion, Antiracism and Decolonial Inheriting in Teacher Education 4. Important and Unnecessary: The Paradox of White Preservice Teacher Perceptions of Culturally Relevant Pedagogy 5. Contexts and Complexity: Promoting Racial and Linguistic Justice Through Bilingual Dual Language Teacher Education Part 2: Research on Teacher Education in a Time of Superdiversity 6. Teacher Education for Diversity Through an Autoethnographic Lens 7. Pre-Service Teachers’ Critical Dispositions Towards Language: Transforming Taken-for-Granted Assumptions About Racially, Culturally, and Linguistically Diverse Learners Through Teacher Education 8. Prism of Promise: Towards Responsive Tools for Diverse Classrooms 9. Connecting Educators, Families and Communities Through PASTEL (Plurilingualism, Art, Science, Technology and Literacies) Approaches in and Around French Immersion 10. Infusing ELL Preparation into Initial Teacher Preparation: (How) Does It Work? Part 3: Engaging Practices for Educators for Superdiversity 11. Academic Support for Refugee Students in Elementary and Secondary Schools and Teachers’ Quandaries About Inclusivity 12. Partnering with African American Parents in the United States: Implications for Educators 13. Some Lessons Learned from Working with Children and Families in Diverse Communities: Looking Back, Looking Forward 14. Assessment Practices in the Diverse Class Setting: A Fine Balance 15. Diversity as the Norm: Teaching to and Through Superdiversity in Post-Secondary Indigenous Education Courses. Conclusion: Teaching and Teacher Education in an Era of Superdiversity: Challenges and Opportunities

Guofang Li is Professor and Canada Research Chair (Tier 1) in Transnational/ Global Perspectives of Language and Literacy Education of Children and Youth at the University of British Columbia, Canada. Jim Anderson is Professor of Literacy at the University of British Columbia, Canada.Jan Hare is Associate Dean of Indigenous Education and Canada Research Chair (Tier 1) of Indigenous Pedagogy at the University of British Columbia, Canada.Marianne McTavish is Professor and Associate Dean of Teacher Education at the University of British Columbia, Canada.

"The four editors (Li, Anderson, Hare, and McTavish) bring a wealth of knowledge from various intersecting fields, including transnational language, literacy, indigenous education, and teacher education…Even the editorial board represents superdiversity in their professional approaches…Anyone already engaged in work described as culturally relevant, culturally sustaining, critical race, abolitionist, or intersectional (for example) will find agreement and support from these chapters."-- Teachers College Record, August 30, 2021

• Introduction: Superdiversity, Emergent Priorities, and Teacher Learning Part 1: Contexts of Teacher Education in a Superdiverse World 1. Teaching Superdiverse Students in a Transnational World: Rethinking Teacher Education 2. Trickster Comes to Teacher Education 3. Getting Past the White Paper: Inclusion, Antiracism and Decolonial Inheriting in Teacher Education 4. Important and Unnecessary: The Paradox of White Preservice Teacher Perceptions of Culturally Relevant Pedagogy 5. Contexts and Complexity: Promoting Racial and Linguistic Justice Through Bilingual Dual Language Teacher Education Part 2: Research on Teacher Education in a Time of Superdiversity 6. Teacher Education for Diversity Through an Autoethnographic Lens 7. Pre-Service Teachers’ Critical Dispositions Towards Language: Transforming Taken-for-Granted Assumptions About Racially, Culturally, and Linguistically Diverse Learners Through Teacher Education 8. Prism of Promise: Towards Responsive Tools for Diverse Classrooms 9. Connecting Educators, Families and Communities Through PASTEL (Plurilingualism, Art, Science, Technology and Literacies) Approaches in and Around French Immersion 10. Infusing ELL Preparation into Initial Teacher Preparation: (How) Does It Work? Part 3: Engaging Practices for Educators for Superdiversity 11. Academic Support for Refugee Students in Elementary and Secondary Schools and Teachers’ Quandaries About Inclusivity 12. Partnering with African American Parents in the United States: Implications for Educators 13. Some Lessons Learned from Working with Children and Families in Diverse Communities: Looking Back, Looking Forward 14. Assessment Practices in the Diverse Class Setting: A Fine Balance 15. Diversity as the Norm: Teaching to and Through Superdiversity in Post-Secondary Indigenous Education Courses. Conclusion: Teaching and Teacher Education in an Era of Superdiversity: Challenges and Opportunities

Guofang Li is Professor and Canada Research Chair (Tier 1) in Transnational/ Global Perspectives of Language and Literacy Education of Children and Youth at the University of British Columbia, Canada. Jim Anderson is Professor of Literacy at the University of British Columbia, Canada.Jan Hare is Associate Dean of Indigenous Education and Canada Research Chair (Tier 1) of Indigenous Pedagogy at the University of British Columbia, Canada.Marianne McTavish is Professor and Associate Dean of Teacher Education at the University of British Columbia, Canada.

"The four editors (Li, Anderson, Hare, and McTavish) bring a wealth of knowledge from various intersecting fields, including transnational language, literacy, indigenous education, and teacher education…Even the editorial board represents superdiversity in their professional approaches…Anyone already engaged in work described as culturally relevant, culturally sustaining, critical race, abolitionist, or intersectional (for example) will find agreement and support from these chapters."-- Teachers College Record, August 30, 2021

• Introduction: Superdiversity, Emergent Priorities, and Teacher Learning Part 1: Contexts of Teacher Education in a Superdiverse World 1. Teaching Superdiverse Students in a Transnational World: Rethinking Teacher Education 2. Trickster Comes to Teacher Education 3. Getting Past the White Paper: Inclusion, Antiracism and Decolonial Inheriting in Teacher Education 4. Important and Unnecessary: The Paradox of White Preservice Teacher Perceptions of Culturally Relevant Pedagogy 5. Contexts and Complexity: Promoting Racial and Linguistic Justice Through Bilingual Dual Language Teacher Education Part 2: Research on Teacher Education in a Time of Superdiversity 6. Teacher Education for Diversity Through an Autoethnographic Lens 7. Pre-Service Teachers’ Critical Dispositions Towards Language: Transforming Taken-for-Granted Assumptions About Racially, Culturally, and Linguistically Diverse Learners Through Teacher Education 8. Prism of Promise: Towards Responsive Tools for Diverse Classrooms 9. Connecting Educators, Families and Communities Through PASTEL (Plurilingualism, Art, Science, Technology and Literacies) Approaches in and Around French Immersion 10. Infusing ELL Preparation into Initial Teacher Preparation: (How) Does It Work? Part 3: Engaging Practices for Educators for Superdiversity 11. Academic Support for Refugee Students in Elementary and Secondary Schools and Teachers’ Quandaries About Inclusivity 12. Partnering with African American Parents in the United States: Implications for Educators 13. Some Lessons Learned from Working with Children and Families in Diverse Communities: Looking Back, Looking Forward 14. Assessment Practices in the Diverse Class Setting: A Fine Balance 15. Diversity as the Norm: Teaching to and Through Superdiversity in Post-Secondary Indigenous Education Courses. Conclusion: Teaching and Teacher Education in an Era of Superdiversity: Challenges and Opportunities