Superdiversity and Teacher Education

Supporting Teachers in Working with Culturally, Linguistically, and Racially Diverse Students, Families, and Communities

Häftad, Engelska, 2021

653 kr

Beställningsvara. Skickas inom 10-15 vardagar. Fri frakt över 249 kr.

Beskrivning

This edited volume addresses the pressing imperative to understand and attend to the needs of the fast-growing population of minority students who are increasingly considered "superdiverse" in their cultural, linguistic, and racial backgrounds. Superdiverse learners—including native-born learners (Indigenous and immigrant families), foreign-born immigrant students, and refugees—may fill multiple categories of "diversity" at once. This volume helps pre- and in-service teachers and teacher educators to move beyond the demographic backgrounds of superdiverse learners to consider not only their ways of being, motivations, and social processes, but also the ongoing systemic issues of marginalization and inequity that confront these learners. Challenging existing teaching and learning paradigms in the K-12 North American context, this volume provides new methods and examples for supporting superdiverse learners in a range of settings. Organized around different conceptual underpinnings of superdiversity, contributors identify the knowledge gaps and effective practices in engaging superdiverse learners, families and communities. With cutting-edge research on this growing topic, this text will appeal to researchers, scholars, educators, and graduate students in multilingual education, literacy education, teacher education, and international education.

Produktinformation

Utgivningsdatum:2021-03-31
Mått:152 x 229 x 26 mm
Vikt:700 g
Format:Häftad
Språk:Engelska
Antal sidor:322
Förlag:Taylor & Francis Ltd
ISBN:9780367482602

Utforska kategorier

Mer om författaren

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.

Recensioner i media

"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

Innehållsförteckning

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