TY  - BOOK
AU  - Kitchen,Julian
AU  - Fitzgerald,Linda
AU  - Tidwell,Deborah
TI  - Self-Study and Diversity III: Inclusivity and Diversity in Teacher Education 
T2  - Professional Learning
SN  - 9789004505216
AV  - LB1705 
U1  - 370.71/1 23/eng/20211106
PY  - 2021///]
CY  - Leiden; , Boston
PB  - Brill
KW  - Educational change
KW  - Multicultural education
KW  - Multiculturalism
KW  - Study and teaching
KW  - Teacher effectiveness
KW  - Teachers
KW  - Training of
N1  - Includes bibliographical references and index; Preliminary Material; Julian Kitchen , Linda Fitzgerald , and Deborah Tidwell --; Copyright page; Julian Kitchen , Linda Fitzgerald , and Deborah Tidwell --; List of Figures; Julian Kitchen , Linda Fitzgerald , and Deborah Tidwell --; Notes on Contributors; Julian Kitchen , Linda Fitzgerald , and Deborah Tidwell --; Chapter 1 Self-Studies in Diverse Voices for Inclusive Teacher Education; Linda Fitzgerald , Julian Kitchen , and Deborah Tidwell --; Chapter 2 Drawing on Privilege to Advance Social Justice; Julian Kitchen --; Chapter 3 A Tale of Becoming and Radiance; Anita Hiralaal and Lungile Masinga --; Chapter 4 Wrestling with Dilemmas, Vulnerabilities, and Hopes; Jinhee Kim --; Chapter 5 Reconciling Knowledge; Makie Kortjass and Nosipho Mbatha --; Chapter 6 Examining the Ethical Implications and Emotional Entailments of Teaching Indigenous Education; Jennifer Markides --; Chapter 7 The Freedom to Be All at Once; Shuaib J. Meacham --; Chapter 8 Building the Boat with Funds of Knowledge; Megumi Nishida --; Chapter 9 Developing a Dialogic Space for Moving towards Critical Multicultural Education; Gunnhildur Óskarsdóttir and Karen Rut Gísladóttir --; Chapter 10 A Racialized Canadian Professor's Self Study; Manu Sharma --; Chapter 11 Navigating Shifting Waters; Leanne Taylor --; Index; Julian Kitchen , Linda Fitzgerald , and Deborah Tidwell
N2  - In Self-Study and Diversity III the authors examine the self-study of teacher education practices at a time when inclusion and diversity are being questioned. Authors of various backgrounds and identities draw on their own experiences to examine the challenges of preparing teachers. They address issues of identity, equity, diversity, inclusion, and social justice through experiential and pedagogical lenses as they navigate the complexities of teacher education in challenging times. Particular strengths are its explorations of intersectionality, attention to the present context, and the diversity of these collected voices
UR  - http://dx.doi.org/10.1163/9789004505216
ER  -