Self-Study and Diversity II: Inclusive Teacher Education for a Diverse World

TABLE OF CONTENTS......Page 6
 LOOKING BACK......Page 8
 FIRST VOLUME THEMES......Page 10
 ORGANIZATION OF THE SECOND VOLUME......Page 11
  Critical Autobiographical Self-Studies......Page 12
  Teacher Education Practices in Diverse Settings......Page 13
  Promoting Social Justice through Teacher Education......Page 14
 LOOKING FORWARD......Page 15
 REFERENCES......Page 16
 MAKING IT BETTER NOW FOR GAY, LESBIAN YOUTH: EDUCATION PROFESSOR SAYS BEING ‘OUT’ CAN MAKEA REAL DIFFERENCE......Page 18
 KNOWING INSIDE OUT THROUGH NARRATIVE SELF-STUDY......Page 21
 KNOWING INSIDE OUT: CRITICAL PERSPECTIVES......Page 22
 FROM CONFUSION TO ACCEPTANCE: MY IDENTITY AS A GAY MAN......Page 24
 OPENING UP: FROM CLOSETED TEACHERTO OUT TEACHER EDUCATOR......Page 27
 CHANGED UTTERLY:ENGAGEMENT AS RESEARCHER AND ACTIVIST......Page 29
  If I Am Not for Myself, Who Is for Me?......Page 30
  And If Not Now, When?......Page 31
 REFERENCES......Page 32
 LEARNING TO DANCE......Page 34
 WITH THANKS......Page 35
 LIMITATIONS......Page 36
  The Pow Wow Trail......Page 37
 BUILDING A PERSONAL RELATIONSHIP TO DANCE: CONSIDERING ONKWEHONWEHNEHA, ĀHUTATANGA ANDNE’HA, TIKANGA TO OUR TRADITION......Page 39
 INCREASING KNOWLEDGE OF SELF......Page 40
 NEW ACTION......Page 41
  Indigagogy and Teacher Education......Page 42
 NOTES......Page 44
 REFERENCES......Page 45
 PURPOSE......Page 46
 THEORETICAL PERSPECTIVES/MODES OF INQUIRY......Page 47
 SNAPSHOTS OF PERCEIVED CHALLENGES......Page 48
  Rejection and Inner Chaos......Page 49
  ¿Qué Estoy Haciendo Aquí? (What Am I Doing Here?)......Page 50
  Grappling with the Juggling Act of Motherhood, Academia, and the Doctoral Program......Page 51
 HOW DID MY TEACHING CHANGE BASED ON WHAT I HAVE LEARNED?......Page 53
  Creating Intentional Learning Spaces from Social Justice Stance......Page 55
  Fears and Possibilities: Who Will I Be and What Can I do?......Page 56
 SIGNIFICANCE......Page 57
 REFERENCES......Page 58
 INTRODUCTION......Page 61
 CONCEPTUAL FRAMEWORK......Page 64
  Linking Nondominant Testimonios with Participatory Action Research......Page 66
  Teacher Data......Page 68
  Setting......Page 69
  Testimonios: Latin@ Teachers Rising as Researchers......Page 70
  New Practice: Research Must Include Bonds of Trust betweenTeachers and Students......Page 75
  New Practice: Household Activities Are Fluid and Must Be Re-Conceptualized Based on Students’ F of K......Page 77
  What We Learned from Analyzing Our F of K......Page 79
 CONCLUSION......Page 80
 REFERENCES......Page 81
 INTRODUCTION......Page 84
 LITERATURE REVIEW......Page 85
  Narrative Self-Study......Page 86
  Teaching Emirati Women......Page 87
  Narrative Exemplar – Teaching Practices......Page 88
  Deconstructing and Interrogating Texts......Page 89
  Social Issue Journals......Page 90
  Tensions......Page 91
  Online Multicultural Literature Group Discussions......Page 92
  Cultural Responsiveness......Page 94
  Privileging English – Arabic English Review......Page 95
 CONCLUSION: “TRAVELER THE PATH IS YOURTRACKS…” (MACHADO, 2004)......Page 96
 REFERENCES......Page 97
 INTRODUCTION......Page 100
  Adult Cognitive Development......Page 101
 MONOLOGIC AND DIALOGIC TEACHER-LEARNERROLE RELATIONSHIPS IN THE INDIAN CULTURAL HISTORICAL CONTEXT......Page 102
 MY SELF-STUDY......Page 103
  Tension between Teacher Educator and Researcher Lenses......Page 105
  Fear of Writing: A Recursive Trajectory......Page 109
  Negotiating Socioculturally Situated Challenges: Learning to Balance between Support and Challenge......Page 114
 THE ETHICAL ASPECT OF COLLABORATION......Page 117
 REFERENCES......Page 121
 INTRODUCTION......Page 126
 CONTEXT......Page 127
 OUR PRELIMINARY AESTHETIC MEMORY-WORK DIALOGUE......Page 128
 EXTENDING OUR AESTHETIC MEMORY-WORK PROCESS OUTWARDS......Page 129
 CREATING POETIC RE-PRESENTATIONS OF AESTHETIC MEMORY STORIES......Page 132
 TURNING BACK TO OUR SELVES THROUGH A TANKA POEM......Page 134
  What does the Tanka poem say?......Page 135
  Is it worth saying?......Page 136
 LOOKING OUTWARDS: WHAT DIFFERENCE DOES THIS MAKE?......Page 137
 NOTE......Page 139
 REFERENCES......Page 140
 MY JOURNEY AS A SCIENCE TEACHER EDUCATOR IN THAILAND......Page 142
 MY JOURNEY AS A SELF-STUDY RESEARCHER......Page 145
 PUTTING SELF-STUDY AND PEDAGOGICAL CONTENTKNOWLEDGE TOGETHER TO MAGNIFY MY BELIEFS AND PRACTICES......Page 147
  My Process to Gather and Analyze My Data......Page 148
  Results of the Data Analysis......Page 149
 CONCLUDING REMARKS......Page 152
 REFERENCES......Page 153
10. TEACHING GENETICS TO PRE-SERVICE TEACHERS FROM DIVERSE BACKGROUNDS:A South African Self-Study......Page 155
 MY CLASSROOM CONTEXT:PERSPECTIVES ON MULTICULTURAL EDUCATION......Page 156
  Challenges of Teaching Genetics in a Multicultural Classroom......Page 157
  Locating Multicultural Education in the Context of My Classroom......Page 158
  The Content of Genetics that I Teach to Pre-Service Teachers......Page 159
 THE CHALLENGES OF A MULTICULTURAL CLASSROOMAND OF TEACHING HOW TO TEACH......Page 160
  Accommodating Students with Different Levels of Content Knowledge......Page 161
  Choosing Examples in a Multicultural Classroom......Page 162
  Case 2: Eliciting Students’ Ideas about Sex Determination......Page 164
 FINDINGS AND DISCUSSION......Page 166
  Using a Variety of Teaching Strategies in My Teaching......Page 167
  Using Case Scenarios in My Teaching......Page 169
  Using Content with Which Students Could Identify......Page 170
 CONCLUDING REMARKS......Page 173
 REFERENCES......Page 174
 TEACHING DEMOCRATICALLY......Page 176
 DIALOGICAL PEDAGOGY......Page 178
 METHODOLOGY......Page 179
 PEDAGOGICAL AIMS......Page 181
 PARALLEL AGITATION......Page 182
 CONTEXT OF THE DISCUSSION......Page 184
 UNCOVERING OTHERS’ VIEWS......Page 185
 MANAGING DIVERSE PERSPECTIVES......Page 186
 COUNTERING CONVENTIONAL TEACHING......Page 188
 ENACTING A DEMOCRATIC PEDAGOGY OF TEACHER EDUCATION......Page 189
 REFERENCES......Page 191
 INTRODUCTION......Page 195
 THE CONTEXT OF OUR SELF-STUDY......Page 197
 METHODOLOGY FOR COLLABORATIVESELF-STUDY......Page 198
  Data Collection and Data Analysis......Page 199
  Soh’s Practice: Sharing Vulnerability as a Means Toward Cultural Awareness......Page 200
  Meach’s Practice: The Influence of Stereotyping on Cultural Awareness......Page 203
 BOUNDARY SHIFTING CONNECTS TO OUR LIVES AND PEDAGOGY......Page 204
 DISCUSSION......Page 206
 REFERENCES......Page 207
 EDITORS......Page 209
 CONTRIBUTORS......Page 210