A Journey to Unlearn and Learn in Multicultural Education
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Multicultural teacher education does not work without attending to the inner landscapes of learners. This collection of essays depicts a journey of unlearning deeply cherished assumptions, and gaining new, difficult understandings of race, ethnicity, gender, sexuality, class, and global issues in teacher education. Foregrounding learners' own voices and highlighting those intimate moments of awakening through a process-oriented and dialogic approach, this book, in its profoundly moving narrative and critically reflective voices, speaks directly to pre-service and in-service teachers and…mehr

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Produktbeschreibung
Multicultural teacher education does not work without attending to the inner landscapes of learners. This collection of essays depicts a journey of unlearning deeply cherished assumptions, and gaining new, difficult understandings of race, ethnicity, gender, sexuality, class, and global issues in teacher education. Foregrounding learners' own voices and highlighting those intimate moments of awakening through a process-oriented and dialogic approach, this book, in its profoundly moving narrative and critically reflective voices, speaks directly to pre-service and in-service teachers and informs teacher educators' multicultural pedagogical theory and practice. Demonstrating the power of multicultural education through the learner's lens, this compelling and inspirational book is a much-needed text for undergraduate and graduate courses in teacher education, multicultural education, curriculum studies, and social foundations of education.
Autorenporträt
The Editors: Hongyu Wang is Associate Professor of Curriculum Studies at Oklahoma State University. She received her Ph.D. in curriculum theory from Louisiana State University. She teaches graduate classes in multicultural education and curriculum studies. Author of The Call from the Stranger on a Journey Home (Lang, 2004), she is co-editor with Claudia Eppert of Cross-cultural Studies in Curriculum (2008). Recipient of a Regents Distinguished Research Award at Oklahoma State University in 2006, she is the co-editor for the Journal of Curriculum Theorizing. Nadine Olson is Associate Professor of Foreign Language Education at Oklahoma State University. She received her Ph.D. in Romance Languages from the University of Georgia. In 2000 she received the Lowell Dunham Award for Excellence in Language Teaching. She is a national program reviewer for ACTFL/NCATE, has received grants for teacher training in second languages, and directs international internships for teacher candidates.
Rezensionen
«'A Journey to Unlearn and to Learn in Multicultural Education' includes compelling stories and critical self-reflections of preservice and practicing teachers as they confront difficult issues of race, power, and privilege. It will encourage both teachers and teacher educators to have courage in their journey of multicultural understanding and sociopolitical awareness. (Sonia Nieto, Professor Emerita, Language, Literacy, and Culture, University of Massachusetts, Amherst, Author of 'Affirming Diversity: The Socialpolitical Context of Multicultural Education')
«Professors Wang and Olson have produced, with their students, a truly collaborative volume about the challenges and possibilities for personal and social transformation while engaging in multicultural teaching and learning. This unique book explores the complexities of multicultural teacher education through a range of student voices and experiences. The student narratives are compelling and critical in their own right, but are enriched by the pedagogical reflections of their teachers. Teacher educators will find this user-friendly collection a must-read, for themselves and their students.» (Wendy Kohli, Professor of Curriculum and Instruction, Fairfield University, Fairfield, CT)