Internationalizing Teaching and Teacher Education for Equity
Engaging Alternative Knowledges Across Ideological Borders
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.
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 of crossing 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 seeks to 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 alternative perspectives 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 collection intends 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.
Series Foreword, Ming Fang He and JoAnn Phillion. Preface. Introduction: Teacher Education, Historical Amnesia, and Thinking Otherwise, Jubin Rahatzad and Hannah Dockrill. Toward the Internationalization of Teacher Education for Social Justice: Interrogating Our Relation to Difference in Between Here and There, Diane Watt. Preparing Culturally Responsive Teachers: An Intercultural Developmental Approach, Helen Marx. In Search of Framework for Teaching Global Citizenship and Social Justice, Anatoli Rapoport. Power, Privilege, and Study Abroad as “Spectacle”, Sandro R. Barros. Teaching Social Justice Within Other Communities: Study Abroad Coordinators’ Perspectives on the Impacts of Community Practice in Honduras, India, and Tanzania, Kadriye El‐Atwani. Community Schooling in Honduras: A Simulated Dialogue With Freire, Dewey, and Pinar, Eloisa Rodriguez, Suniti Sharma, and JoAnn Phillion. Rethinking Teachnology “Technology As a Public Good”: Examining the Korean Government’s Policy for Bridging Digital Inequality, Sunnie Lee Watson. Sociocultural Alienation of Female International Students at a Predominantly White University, Nastaran Karimi, Reiko Akiyama, and Yuwen Deng. Ethnic Minority Students in Hong Kong, Betty C. Eng. Professional Development for “Professional Pedagogues”: Contradictions and Tensions in Reprofessionalizing Teachers in Cyprus, Stavroula Philippou, Stavroula Kontovourki, and Eleni Theodorou. Across Cultural Boundaries: Immigrant Teachers As Potential for Dialoguing, Inna Abramova. About the Editors. About the Contributors.
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