Full Description
Teachers must consider what it means to work with students in an increasingly diverse global community. Classrooms increasingly comprise of students and teachers of different social, cultural, language, ethnic, and religious backgrounds, needing to adapt in order to accommodate for differences, both expected and unanticipated, that each individual brings to shared classroom contexts.
Smudging Composition Lines of Identity and Teacher Knowledge uses a comparative narrative inquiry approach grounded in long-term research to learn about experiences and complexities of cross-cultural teaching. The chapter authors identify and explore differences in the structure of schooling, student experiences, teacher education, school partnerships, parents, and members of the community, and the ways in which diversity is addressed in school practices and curriculum. Gaining insight into complexities of teacher identity formation and development in cross-cultural teaching contexts, they explore ways in which teaching goals might be achieved using practices commonly used in the host country not often used in one's home country.
The dilemmas and tensions uncovered directly from the perspective of teachers and teacher educators develop narrative inquiry as a methodological approach to examining teacher knowledge in cross-cultural teaching, providing invaluable findings for teachers, teacher educators, and educational researchers internationally.
Contents
Introduction
Chapter 1. Examining teacher knowledge in cross-cultural classroom contexts; Vicki Ross and Elaine Chan
Section I. Becoming a cross-cultural teacher: Developing teacher knowledge from cross-cultural experiences
Chapter 2. Cross-cultural chickens and eggs; Candace Schlein
Chapter 3. Transforming our praxis through cross-cultural perspectives in pedagogy; Andrea Flanagan-Borquez and Kiyomi Sanchez-Suzuki Colegrove
Section II. Learner experience informing teacher knowledge
Chapter 4. Confronting difference: Learning to teach in a borderland school in Hong Kong; Cheri Chan
Chapter 5. Teacher education for social justice across sociocultural and sociopolitical contexts: An autobiographical narrative study; Margaret M. Lo
Section III. Cross-cultural curricular experiences that inform teacher knowledge
Chapter 6. Stories of Margaret: A Korean who has never not been Korean; Sue Kyung Kim
Chapter 7. Narratives Indigenizing school mathematics: An intersection of Euro-Western and Cree perspectives; Stavros Stavrou
Section IV. Milieu informing teacher knowledge
Chapter 8. Exploring shifts of dialogue in cross-cultural teaching and curriculum design; Qian Chen
Chapter 9. Crossing over the genkan: Learning about Japanese schooling from a Canadian teacher perspective; Elaine Chan
Conclusion
Chapter 10. Complexities of teacher knowledge in cross-cultural school contexts: Coming to a cross-cultural comparative narrative approach; Elaine Chan and Vicki Ross
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