Overview
- Editors:
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Monica Taylor
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Montclair State University, USA
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Lesley Coia
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Agnes Scott College, USA
- Written by experts, Gives a modern approach, Comprehensive in Scope
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Table of contents (11 chapters)
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- Monica Taylor, Lesley Coia
Pages 1-9
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- Lesley Coia, Monica Taylor
Pages 11-29
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- Kathryn Strom, Rabab Abi-Hanna, Linda Abrams, Charity Dacey, Jacqueline Dauplaise
Pages 31-43
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- Mary Lynn Hamilton, Stefinee Pinnegar
Pages 45-60
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- Rachel Forgasz, Allie Clemans
Pages 61-75
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- Deborah L. Tidwell, Pamela T. Schwartz, Janet T. Dunn
Pages 93-110
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- Lesley Coia, Monica Taylor
Pages 157-169
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Back Matter
Pages 171-174
About this book
This edited volume gives explicit attention to the influence of gender, feminism, and queer theory in self-study of teacher education practices. It builds on the self-study community’s interest in social justice that has mostly been focused on race, ethnicity, gender, disability, and power, as well as broad conceptions that include multiculturalism and ways of knowing. This is the time to examine gender both because our community is growing and because of the reconceptualization of issues of gender, feminism, and queer theory in teacher education. This collection of papers provides a space for members of the self-study field, from founders to welcomed new members, along with the general community of teacher educators to problematize these issues through a variety of theoretical lenses. As always with self-study the impetus of the research is on the improvement of individual practice. Readers will find innovative approaches and insights into their own work as teacher educators.
Editors and Affiliations
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Montclair State University, USA
Monica Taylor
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Agnes Scott College, USA
Lesley Coia