JoAnn Phillion – författare

In Minority Students in East Asia: Government Policies, School Practices and Teacher Responses authors discuss their research on minority students’ schooling (elementary to higher education) in Mainland China, Hong Kong, Japan, South Korea, and Taiwan. Minority students’ educational issues are often neglected in literature and in practice; social and educational conditions that have resulted from globalization – in particular issues pertaining to minority groups’ education, language and other human rights – receive little attention. In addition, many areas of East Asia have viewed themselves as single-ethnicity countries and have not articulated strong agendas around minority rights. The purpose of this book is to highlight key educational issues for specific minority populations in East Asia. Themes addressed include government policies related to minorities; equity issues in the education of minorities; school practices and teacher perspectives on minorities; identity construction in terms of language and culture; national versus ethnic identity; teacher education issues; and parental concerns. The authors also discuss new theoretical orientations to understanding minority educational issues. A particular strength of this book is the use of multicultural education theories to both articulate concerns related to the education of minority students and to provide solutions to these concerns.

In Minority Students in East Asia: Government Policies, School Practices and Teacher Responses authors discuss their research on minority students’ schooling (elementary to higher education) in Mainland China, Hong Kong, Japan, South Korea, and Taiwan. Minority students’ educational issues are often neglected in literature and in practice; social and educational conditions that have resulted from globalization – in particular issues pertaining to minority groups’ education, language and other human rights – receive little attention. In addition, many areas of East Asia have viewed themselves as single-ethnicity countries and have not articulated strong agendas around minority rights. The purpose of this book is to highlight key educational issues for specific minority populations in East Asia. Themes addressed include government policies related to minorities; equity issues in the education of minorities; school practices and teacher perspectives on minorities; identity construction in terms of language and culture; national versus ethnic identity; teacher education issues; and parental concerns. The authors also discuss new theoretical orientations to understanding minority educational issues. A particular strength of this book is the use of multicultural education theories to both articulate concerns related to the education of minority students and to provide solutions to these concerns.

"Narrative and Experience in Multicultural Education provides compelling stories that raise questions, advance understandings, and promote insight into the challenges and hopes of teaching for diversity and democracy. The works contained are compelling for the stories they tell and, as such, there is value in their presence. That the thoughtful reader can glean important lessons with respect to multicultural education and the value of narrative inquiry as academic disciplines is intellectual 'icing-on-the-cake.'"—Francisco Rios, University of Wyoming

"This work is a very exciting, important, and badly needed piece of scholarship offered by some of the most leading-edge professors in the field. The diversity and diverse viewpoints it presents are unparalleled in the field of education."—Cheryl J. Craig, University of Houston

"The narratives in this book allow readers to put a human face to an issue related to multicultural education.  A reflective reader will begin to see himself/herself in the narratives of the text."—Edmundo F. Litton, Loyola Marymount University

"The inclusion of chapters that deal with classroom realities elevate the text for education teacher candidates above those existing volumes that tend to deal with multi/inter-cultural issues in the abstract. One of the strengths of this volume is that it will resonate with new and experienced classroom practitioners."—Jon G. Bradley, McGill University

Narrative and Experience in Multicultural Education explores the untapped potential that narrative and experiential approaches have for understanding multicultural issues in education. The research featured in the book reflects an exciting new way of thinking about human experience. The studies focus on the lives of students, teachers, parents, and communities, highlighting experiences seldom discussed in the literature. The authors are diverse and their inquiries are far ranging in terms of content, ethnic groups studied, and geographic locations. They also bring their personal experience to the inquiries, actively participate in the lives of the people with whom they work, care deeply about the concerns of their participants, and search for ways to act upon these concerns. Most importantly, the work emphasizes the understanding of experience and transforming this understanding into social and educational significance.

Key Features

• Addresses new ways to explore multicultural issues in education; rather than relying on theoretical generalizations, the book focuses explicitly on individual and group experiences• Emphasizes the transformation of experience into education, especially through the study of complex multicultural issues• Challenges readers' assumptions of multicultural issues by offering numerous narrative accounts and research studies for work with various ethnic groups

Narrative and Experience in Multicultural Education is designed for use in courses in multicultural education and qualitative research, especially in departments of education, anthropology, and sociology. Professional educators, researchers, and consultants will also find this a valuable introduction to narrative research and a welcome addition to the literature.

"Narrative and Experience in Multicultural Education provides compelling stories that raise questions, advance understandings, and promote insight into the challenges and hopes of teaching for diversity and democracy. The works contained are compelling for the stories they tell and, as such, there is value in their presence. That the thoughtful reader can glean important lessons with respect to multicultural education and the value of narrative inquiry as academic disciplines is intellectual 'icing-on-the-cake.'"—Francisco Rios, University of Wyoming

"This work is a very exciting, important, and badly needed piece of scholarship offered by some of the most leading-edge professors in the field. The diversity and diverse viewpoints it presents are unparalleled in the field of education."—Cheryl J. Craig, University of Houston

"The narratives in this book allow readers to put a human face to an issue related to multicultural education.  A reflective reader will begin to see himself/herself in the narratives of the text."—Edmundo F. Litton, Loyola Marymount University

"The inclusion of chapters that deal with classroom realities elevate the text for education teacher candidates above those existing volumes that tend to deal with multi/inter-cultural issues in the abstract. One of the strengths of this volume is that it will resonate with new and experienced classroom practitioners."—Jon G. Bradley, McGill University

Narrative and Experience in Multicultural Education explores the untapped potential that narrative and experiential approaches have for understanding multicultural issues in education. The research featured in the book reflects an exciting new way of thinking about human experience. The studies focus on the lives of students, teachers, parents, and communities, highlighting experiences seldom discussed in the literature. The authors are diverse and their inquiries are far ranging in terms of content, ethnic groups studied, and geographic locations. They also bring their personal experience to the inquiries, actively participate in the lives of the people with whom they work, care deeply about the concerns of their participants, and search for ways to act upon these concerns. Most importantly, the work emphasizes the understanding of experience and transforming this understanding into social and educational significance.

Key Features

• Addresses new ways to explore multicultural issues in education; rather than relying on theoretical generalizations, the book focuses explicitly on individual and group experiences• Emphasizes the transformation of experience into education, especially through the study of complex multicultural issues• Challenges readers' assumptions of multicultural issues by offering numerous narrative accounts and research studies for work with various ethnic groups

Narrative and Experience in Multicultural Education is designed for use in courses in multicultural education and qualitative research, especially in departments of education, anthropology, and sociology. Professional educators, researchers, and consultants will also find this a valuable introduction to narrative research and a welcome addition to the literature.

The heart of this study is a detailed narrative account of a teacher in an inner-city school. For two years, the author collaborated with an immigrant teacher from the Caribbean, studying her practice from three perspectives: place—the community and school landscape; temporality—the history of the school and current programs; and interaction—the teacher's relationship with the school, parents, and students. Current ways of examining multicultural issues focus on the analysis of broad factors affecting large groups of people. In the process, the individual is subsumed within catagories and the subtle nuances of experiences are lost. The narrative approach outlined in the book offers a new perspective on multiculturalism and research into multicultural education, one the author terms narrative multiculturalism.Narrative multiculturalism begins with experience as it is shaped by the contexts in which people live and work. It is also shaped by broader societal and global forces. In this approach, multiculturalism is viewed as a fluid process, continually evolving, changing, and transforming. Narrative multiculturalism develops an in-depth understanding of individual experiences and thereby creates an alternate perspective on multiculturalism.

Scope of the Book: Personal~Passionate~Participatory Inquiry into Social Justice in Education, the first book in the series, features 14 programs of social justice oriented research on life in schools, families, and communities. This work, done by a diverse group of practitioner researchers, educators, and scholars, connects the personal with the political, the theoretical with the practical, and research with social and educational change. These inquiries demonstrate three distinct qualities. Each is personal, compelled by values and experiences researchers bring to the work. Each is passionate, grounded in a commitment to social justice concerns of people and places under consideration. Each is participatory, built on long-term, heart-felt engagement, and shared efforts. The principle aspect of the inquiries featured in the book series that distinguish it from others is that researchers are not detached observers, nor putatively objective recorders, but active participants in schools, families, and communities. Researchers have explicit research agendas that focus on equity, equality, and social justice. Rather than aiming solely at traditional educational research outcomes, positive social and educational change is the focal outcome of inquiry. The researchers are diverse and their inquiries are far ranging in terms of content, people and geographic locations studied. These studies reflect new and exciting ways of researching and representing experience of the disenfranchised, underrepresented, and invisible groups seldom discussed in the literature, and challenge stereotypical or deficit oriented perspectives on these groups. This book informs pre-service and in-service teachers, educators, educational researchers, administrators, and educational policy makers, particularly those who advocate for people who are marginalized and those who are committed to the enactment of social justice and positive educational and social change.

Scope of the Book: Personal~Passionate~Participatory Inquiry into Social Justice in Education, the first book in the series, features 14 programs of social justice oriented research on life in schools, families, and communities. This work, done by a diverse group of practitioner researchers, educators, and scholars, connects the personal with the political, the theoretical with the practical, and research with social and educational change. These inquiries demonstrate three distinct qualities. Each is personal, compelled by values and experiences researchers bring to the work. Each is passionate, grounded in a commitment to social justice concerns of people and places under consideration. Each is participatory, built on long-term, heart-felt engagement, and shared efforts. The principle aspect of the inquiries featured in the book series that distinguish it from others is that researchers are not detached observers, nor putatively objective recorders, but active participants in schools, families, and communities. Researchers have explicit research agendas that focus on equity, equality, and social justice. Rather than aiming solely at traditional educational research outcomes, positive social and educational change is the focal outcome of inquiry. The researchers are diverse and their inquiries are far ranging in terms of content, people and geographic locations studied. These studies reflect new and exciting ways of researching and representing experience of the disenfranchised, underrepresented, and invisible groups seldom discussed in the literature, and challenge stereotypical or deficit oriented perspectives on these groups. This book informs pre-service and in-service teachers, educators, educational researchers, administrators, and educational policy makers, particularly those who advocate for people who are marginalized and those who are committed to the enactment of social justice and positive educational and social change.

In Internationalizing Teacher Education for Social Justice: Theory, Research, and Practice, editors Suniti Sharma, JoAnn Phillion, Jubin Rahatzad, and Hannah L. Sasser present a collection of personal, passionate, and participatory global perspectives of teacher educators on internationalizing teacher education for social justice.The reader will encounter each author’s personal and professional journey into global classrooms for internationalizing teacher education and supporting future teachers in developing competencies necessary for addressing the academic needs of diverse K-12 classrooms. This collection provides a broad, critical, and interpretive overview of shifts in U.S. and global perspectives to offer transformative frameworks and strategies on preparing K-12 teachers to meet the complex demands for skills in the twenty-first century. The global tenor of this book, framed by theory, research, and practice spanning several countries provides a timely contribution to internationalizing teacher education for social justice in the twenty-first century. The authors’ dedication to preparing teachers who have knowledge of world cultures and global issues, combined with a deep commitment to social justice for promoting equity in education, informs each chapter. The authors take up the internationalization of teacher education for social justice as both an opportunity and a challenge, transcending rhetoric to meaningful action, situating their global understanding to inform readers of critical engagement with, and examination of, theory, research, and practice for effecting social and educational change.

In Internationalizing Teacher Education for Social Justice: Theory, Research, and Practice, editors Suniti Sharma, JoAnn Phillion, Jubin Rahatzad, and Hannah L. Sasser present a collection of personal, passionate, and participatory global perspectives of teacher educators on internationalizing teacher education for social justice.The reader will encounter each author’s personal and professional journey into global classrooms for internationalizing teacher education and supporting future teachers in developing competencies necessary for addressing the academic needs of diverse K-12 classrooms. This collection provides a broad, critical, and interpretive overview of shifts in U.S. and global perspectives to offer transformative frameworks and strategies on preparing K-12 teachers to meet the complex demands for skills in the twenty-first century. The global tenor of this book, framed by theory, research, and practice spanning several countries provides a timely contribution to internationalizing teacher education for social justice in the twenty-first century. The authors’ dedication to preparing teachers who have knowledge of world cultures and global issues, combined with a deep commitment to social justice for promoting equity in education, informs each chapter. The authors take up the internationalization of teacher education for social justice as both an opportunity and a challenge, transcending rhetoric to meaningful action, situating their global understanding to inform readers of critical engagement with, and examination of, theory, research, and practice for effecting social and educational change.

In Internationalizing Teaching and Teacher Education for Equity: Engaging Alternative Knowledges Across Ideological Borders, editors Jubin Rahatzad, Hannah Dockrill, JoAnn Phillion, and Suniti Sharma, present a collection of teacher educators’ cross-cultural perspectives on the formation of knowledge through the internationalization of teacher education.Each chapter contributes to ongoing discussions about the process of internationalization in teacher education, and the impact of crossing ideological boundaries on the practice of teaching and teacher education. The varied perspectives that authors offer establish the importance of ideological travel as imperative to preparing internationally competent educators. This collection seeks to engage readers in a variety of critical reflections on the often-presumed benefits of internationalization in teacher education. Through questioning the presumed benefits of globalization as a hegemonic ideology, readers will encounter alternative perspectives that demonstrate the possibility of thinking otherwise. The diverse perspectives available in this book broaden theory, research, and practice, working toward more critical spaces of engagement with the process of internationalization. This collection intends to challenge the maintenance of the dominant ideologies internationally through research from a multiplicity of backgrounds. Each chapter is informed by the authors’ commitment to an ethical practice within teacher education for the purpose of constructing equitable social relations, understanding the process of internationalizing teacher education as a social justice movement. Opportunities and challenges within international teacher education are offered to inspire meaningful praxis. Planetary understandings inform readers through critical examinations of theory, research, and practice for the purpose of equitable social and educational transformations.