Self-Study and Diversity III

Inclusivity and Diversity in Teacher Education


In Self-Study and Diversity III the authors examine the self-study of teacher education practices at a time when inclusion and diversity are being questioned. Authors of various backgrounds and identities draw on their own experiences to examine the challenges of preparing teachers. They address issues of identity, equity, diversity, inclusion, and social justice through experiential and pedagogical lenses as they navigate the complexities of teacher education in challenging times. Particular strengths are its explorations of intersectionality, attention to the present context, and the diversity of these collected voices.

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Julian Kitchen is a Professor in the Faculty of Education, Brock University. He is lead editor of the International Handbook of Self-Study of Teaching and Teacher Education Practices (second edition) and editor of books on self-study and teacher education.

Linda Fitzgerald is an Emerita Professor of Early Childhood Education at the University of Northern Iowa. She has co-edited and contributed to Castle Conference proceedings and self-study books, including Self-Study and Diversity, Volumes I and II (Sense).

Deborah Tidwell is Emerita Professor of Literacy Education at the University of Northern Iowa. She has edited and written self-study books, book chapters, articles, AERA presentations/papers, and Castle proceedings. She has served in various leadership roles within self-study.
List of Figures
Notes on Contributors

1 Self-Study and Diversity III: Inclusivity and Diversity in Teacher Education
Linda Fitzgerald, Julian Kitchen and Deborah Tidwell
2 Drawing on Privilege to Advance Social Justice: Reflections on My Identity and Practice as a Privileged Teacher Educator
Julian Kitchen
3 A Tale of Becoming and Radiance: Our Evolving Teacher Educator Identities in Post-Apartheid South Africa
Anita Hiralaal and Lungile Masinga
4 Wrestling with Dilemmas, Vulnerabilities, andHopes: Being an Immigrant Mother and a Transnational Teacher Educator
Jinhee Kim
5 Reconciling Knowledge: Experiences of Teacher Educators in Teaching through Integration and Playful Pedagogies
Makie Kortjass and Nosipho Mbatha
6 Examining the Ethical Implications and Emotional Entailments of Teaching Indigenous Education: An Indigenous Educator’s Self-Study
Jennifer Markides
7 The Freedom to Be All at Once: My Journey from Literacy to Hip Hop Literacy
Shuaib J. Meacham
8 Building the Boat with Funds of Knowledge: Metaphors of a Japanese Immigrant Educator at an Icelandic Preschool
Megumi Nishida
9 Developing a Dialogic Space for Moving towards Critical Multicultural Education: A Collective Self-Study
Gunnhildur Óskarsdóttir and Karen Rut Gísladóttir
10 A Racialized Canadian Professor’s Self Study: Teaching about Multiculturalism during the Trump Era
Manu Sharma
11 Navigating Shifting Waters: Reflections from a Critical Anti-Racist Teacher Educator
Leanne Taylor

The S-STEP community has a strong commitment to attending to diversity and developing inclusive approaches to teacher education. Thus, there is interest in a third volume of Self-Study and Diversity.