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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 ofcrossing 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 seeksto 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 alternativeperspectives 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 collectionintends 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.
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 ofcrossing 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 seeksto 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 alternativeperspectives 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 collectionintends 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.
A volume in Research for Social Justice: Personal Passionate
Participatory Inquiry (Sponsored by AERA Qualitative Research SIG
and International Studies SIG) Series Editors Ming Fang He, Georgia
Southern University and JoAnn Phillion, Purdue University 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.
A volume in Research for Social Justice: Personal Passionate
Participatory Inquiry (Sponsored by AERA Qualitative Research SIG
and International Studies SIG) Series Editors Ming Fang He, Georgia
Southern University and JoAnn Phillion, Purdue University 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.
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