Self-Study and Diversity II

1. Front Matter

   Pages i-vi

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2. Self-Study and Diversity

   • Julian Kitchen, Linda Fitzgerald, Deborah Tidwell

   Pages 1-10

3. Inside Out

   • Julian Kitchen

   Pages 11-26

4. Learning to Dance

   • John Hodson

   Pages 27-38

5. Vivencias (Lived Experiences) of a Feminist Chicana as Praxis

   • Diana H. Cortez-Castro

   Pages 39-53

6. Researching Our Way

   • Rosa Mazurett-Boyle

   Pages 55-77

7. Making the Path by Walking

   • Patience A. Sowa

   Pages 79-94

8. Mediation of Culture and Context in Educating a Teacher Educator to Become a Researcher

   • Tara Ratnam

   Pages 95-120

9. A Self-Study of Connecting through Aesthetic memory-Work

   • Daisy Pillay, Kathleen Pithouse-Morgan

   Pages 121-136

10. Self-Study Preparing Science Teachers

    • Chatree Faikhamta

    Pages 137-149

11. Teaching Genetics to Pre-Service Teachers from Diverse Backgrounds

    • Eunice Nyamupangedengu

    Pages 151-171

12. Cultivating Democratically-Minded Teachers

    • Nathan D. Brubaker

    Pages 173-191

13. Pre-Service Teachers’ Cultural Competence Development Using Multicultural Children’s Literature

    • Shuaib Meacham, Sohyun Meacham

    Pages 193-206

14. Back Matter

    Pages 207-211

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Self-Study and Diversity II is a book about the self-study of teacher education practices in a diverse world. In this volume, the authors examine the preparation of teachers through a shared orientation to diversity grounded in a commitment to addressing issues of identity, equity, diversity, social justice, inclusion, and access in their professional practice. The first chapters are autobiographical studies in which teacher educators reflect on how their personal identities as minorities within a historically oppressive culture inform their professional practice. These powerful narratives are followed by accounts of teacher educators addressing diversity issues in the United Arab Emirates, India, South Africa, and Thailand. The closing chapters attend to the challenges of preparing teacher candidates to become inclusive educators in a diverse world. Even though each chapter focusses on a particular dimension of equity and social justice or dilemma of practice, the insights in these self-studies are relevant to all teacher educators interested in improving teacher education by respecting diversity and becoming more inclusive.


Particular strengths are the diversity of authors and international scope of the book.

• self-study
• diversity
• teacher education
• inclusive education
• cultural context of education

• Brock University, Canada

  Julian Kitchen

• University of Northern Iowa, USA

  Deborah Tidwell, Linda Fitzgerald

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