(Un)Learning to Teach Through Intercultural Professional Development

By:
Candace Schlein, University of Missouri‐Kansas City

A volume in the series: Research for Social Justice: Personal~Passionate~Participatory Inquiry. Editor(s): Ming Fang He, Georgia Southern University. JoAnn Phillion, Purdue University.

Published 2017

This book comprises an examination of novice teachers’ experiences in schools and cultures of schooling across the contexts of Hong Kong, Japan, and Canada. Drawing on narrative inquiry and arts-based approaches, this study employs experience as a starting point for making sense of both professional and personal encounters in local and foreign settings. This work thus sheds light on how people make sense of shifting landscapes in an era of increasing intercultural communication and interaction while addressing important curricular implications of intercultural professional development for equity and social justice.

CONTENTS
Acknowledgements. Series Forward, Ming Fang He and JoAnn Phillion. Prologue. Introduction: Blurring the Lines. An Exploration of Narrative Inquiry as Phenomenon and Method: Alone on a Streetcar. Literature Review: Studying the Landscape. The Landscapes of Japan and Hong Kong: Sinking into the Snow. Stories Lived in Canada: Passing Through the Turnstile. Stories Lived in Hong Kong and Japan: Standing in the Middle of the Field. Stories of Canadian Reentry and Re–Acculturation: Awake in My Apartment. Insights into Intercultural Experiences: A Circle of Women. Educational and Societal Implications of Intercultural Experiences: (Un)Learning to Teach. Significance of the Study. Postscript. References.