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Foregrounding the diversity that characterises various educational
settings, this book discusses how histories and geographies of
oppression, exclusion and marginalisation have impacted on teacher
education. Contributors draw on first-hand experiences of living
and working in countries including Brazil, China, South Africa, New
Zealand and Malawi. Positioned in a geographical and metaphorical
'Global South', the book draws critical attention to debates which
have been otherwise marginalised in relation to those conducted in
the 'Global North'. Chapters address difference and diversity on
both a conceptual and empirical level, acknowledging the
significance of various global trends including increased migration
and urbanisation; and broadening understandings of race, religion,
gender, sexuality and dis/ability. Taken together, these chapters
reveal the extent of the work which still remains to be done in the
field of teacher education for diversity. The issues discussed are
of global significance, making this text key reading for teachers,
teacher educators, and those concerned with the advancement of
social justice and reduction of inequality through education.
Universities face the prospect of becoming redundant unless the way
teaching and learning takes place changes. This book explores the
idea of transformation and pedagogy, In particular, it will
highlight how universities are transformed through a set of
pedagogical interventions and stances that integrate a sense of
moral and ethical purpose to learning. Actively integrating
cultural pluralism in developing knowledge and understanding
aspires to liberate the learner from existing power structures by
fostering a desire to challenge and change the social system in
which we live and connects the reality around us and its many
problems to the knowledge generation process.
Universities face the prospect of becoming redundant unless the way
teaching and learning takes place changes. This book explores the
idea of transformation and pedagogy, In particular, it will
highlight how universities are transformed through a set of
pedagogical interventions and stances that integrate a sense of
moral and ethical purpose to learning. Actively integrating
cultural pluralism in developing knowledge and understanding
aspires to liberate the learner from existing power structures by
fostering a desire to challenge and change the social system in
which we live and connects the reality around us and its many
problems to the knowledge generation process.
Foregrounding the diversity that characterises various educational
settings, this book discusses how histories and geographies of
oppression, exclusion and marginalisation have impacted on teacher
education. Contributors draw on first-hand experiences of living
and working in countries including Brazil, China, South Africa, New
Zealand and Malawi. Positioned in a geographical and metaphorical
'Global South', the book draws critical attention to debates which
have been otherwise marginalised in relation to those conducted in
the 'Global North'. Chapters address difference and diversity on
both a conceptual and empirical level, acknowledging the
significance of various global trends including increased migration
and urbanisation; and broadening understandings of race, religion,
gender, sexuality and dis/ability. Taken together, these chapters
reveal the extent of the work which still remains to be done in the
field of teacher education for diversity. The issues discussed are
of global significance, making this text key reading for teachers,
teacher educators, and those concerned with the advancement of
social justice and reduction of inequality through education.
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