(Un)Learning to Teach Through Intercultural Professional Development
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.
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.
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.
Web price: $45.04 (Reg. 52.99)
Web price: $80.74 (Reg. 94.99)
- EDU048000 - EDUCATION: Inclusive Education
- EDU020000 - EDUCATION: Multicultural Education
- EDU053000 - EDUCATION: Training & Certification
- A Reader of Narrative and Critical Lenses on Intercultural Teaching and Learning
- Culturally Responsive Pedagogy Promising Practices for African American Male Students
- Indigenizing Education Transformative Research, Theories, and Praxis
- Internationalizing Teaching and Teacher Education for Equity Engaging Alternative Knowledges Across Ideological Borders
- Queer Multicultural Social Justice Education Curriculum (and Identity) Development Through Performance
- Struggling to Find Our Way Rural Educators’ Experiences Working With and Caring for Latinx Students
- The Blab of the Paved "Bad Kids" and the School They Called Family