Knowledge, Pedagogy, and Postmulticulturalism opens for examination the research and experimental pedagogies of a teacher education faculty at a large, urban, public university, where teacher candidates from working-class and ethnic and linguistic minority backgrounds are prepared to work with learners from similar backgrounds. The pedagogies discussed have been expressly designed to elicit the funds of knowledge and community cultural wealth of these teacher education candidates. The research in this volume calls attention to the distinctive, complex perspectives that individuals from historically marginalized groups bring to the university classroom, and demonstrates how these valuable perspectives can be brought front and center in the university's teacher education curriculum. It counters contemporary trends of discouraging and preventing students and teachers from critically and intellectually engaging with issues of which knowledges are taught, and how.

Images, representations and constructions of mothers have historically shaped and continue to shape the way we imagine the institution of motherhood and the experience of mothering. The various contributions included in this volume consider the diversity of maternal images and narratives that circulate in literature, the arts and popular culture and analyse how they reflect on and influence the cultural meaning of motherhood in the contemporary era. Mindful of the fact that the images of motherhood that we see in popular media, on television, and in literature are not mere background noise to our daily lives, the various chapters explore how they influence our understanding of what it means to be a mother, affect our expectations of motherhood and of mothers, frame our experience of mothering, and even inform our reproductive decisions. Including insights from media studies, cultural studies, literary studies, and the performing and visual arts, this book explores how engaging with diverse representations of mothers and mothering contributes to a broader and deeper interdisciplinary understanding of how motherhood is constructed in our time. The chapters in this book were originally published as a special issue of the journal Women: A Cultural Review.

Images, representations and constructions of mothers have historically shaped and continue to shape the way we imagine the institution of motherhood and the experience of mothering. The various contributions included in this volume consider the diversity of maternal images and narratives that circulate in literature, the arts and popular culture and analyse how they reflect on and influence the cultural meaning of motherhood in the contemporary era. Mindful of the fact that the images of motherhood that we see in popular media, on television, and in literature are not mere background noise to our daily lives, the various chapters explore how they influence our understanding of what it means to be a mother, affect our expectations of motherhood and of mothers, frame our experience of mothering, and even inform our reproductive decisions. Including insights from media studies, cultural studies, literary studies, and the performing and visual arts, this book explores how engaging with diverse representations of mothers and mothering contributes to a broader and deeper interdisciplinary understanding of how motherhood is constructed in our time. The chapters in this book were originally published as a special issue of the journal Women: A Cultural Review.

This volume identifies, problematizes, and discusses issues specific to the design of educational programs for teacher candidates from working class, ethnic- and language-minority, and immigrant backgrounds, taking as its starting point the distinctive, complex perspectives that these candidates bring to the university classroom.

This book is a comparative study of how early childhood educational policies and initiatives in three countries-China, India, and the United States-have been utilized as both direct and indirect strategies for responding to fierce global economic competition. Human capital theory and cultural ecology theory serve as the conceptual framework for discussing how this has played out in each of the three countries. In addition, this book presents a discussion and analysis of how the beliefs, parents' perspectives, and practices with regard to child-rearing and the education of young children have both changed and remained the same in response to forces of globalization.