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This edited volume aims to critically discuss in how far the
national orientation of schools and teacher education is
appropriate in light of increasing migration and transnationality.
The contributions offer ideas from teacher education research and
school pedagogical practice in different nation-state contexts such
as Austria, Canada, Chile, Greece, Israel, Japan, Switzerland,
Turkey, the UK, and the USA. They ask which empirical and
theoretical approaches are suitable for describing the phenomena of
pedagogical-professional dealings with migration-related and
transnational demands on schools. In raising this question, they do
not reduce the analytical focus on migrants, their migration paths,
actions or attitudes. Instead, the authors analyse the global
interconnectedness and entanglements - each embedded in their
specific national and global societal power structures and
hierarchical relationships - and the country-specific and
transnational structures and contextual conditions of schools and
teacher education.
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