Handbook of Research on Promoting Cross-Cultural Competence and Social Justice in Teacher Education

Handbook of Research on Promoting Cross-Cultural Competence and Social Justice in Teacher Education

Jared Keengwe (University of North Dakota, USA)
Indexed In: SCOPUS View 1 More Indices
Release Date: August, 2016|Copyright: © 2017 |Pages: 470
ISBN13: 9781522508977|ISBN10: 152250897X|EISBN13: 9781522508984|DOI: 10.4018/978-1-5225-0897-7

Description

Without proper training on the intricacies of race and culture, pre-service and in-service teachers may unwittingly continue outdated and ineffective pedagogies. As the demographics of student bodies shift to include more diverse backgrounds, fluency in the discourse of social justice becomes necessary.

The Handbook of Research on Promoting Cross-Cultural Competence and Social Justice in Teacher Education elucidates the benefits, challenges, and strategies necessary to prepare teachers to meet the needs of a diverse student body. Featuring the newest research and pedagogical tools written by diverse scholars in the field of teacher training, this expertly crafted handbook is ideal for teachers, administrators, students of education, and policymakers.

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Co-Creation Spaces
  • Cultural Self-Study
  • Diverse Classrooms
  • Embodied Microaggressive Behaviors
  • Equity Literacy
  • Minority Teacher Candidates
  • Pre-Service Teacher Education
  • Professional Development
  • Relationship-Focused Pedagogy

Reviews and Testimonials

Education instructors and researchers present peer-reviewed essays and research reports on benefits, challenges, and strategies to promote cross-cultural competence and social justice in education. Their topics include cultural self-study as a tool for critical reflection and learning: integral analysis and implications for pre-service teacher education programs, demographic imperativeness: critical issues in preparing minority teacher candidates in teacher education, calling in not calling out: a critical race framework for nurturing cross-cultural alliances in teacher candidates, bridging the first-second language divide: learner-centered instruction in the heritage second-language Spanish classroom, and using multimodal literacies to support language development for English language learners.

– Protoview Reviews

Table of Contents and List of Contributors

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Author(s)/Editor(s) Biography

Jared Sagini Keengwe is a Professor of Education at the University of North Dakota, USA. He is the editor-in-chief of two IGI Global Book Series: Advances in Higher Education and Professional Development (AHEPD) and Advances in Early Childhood and K-12 Education (AECKE). Prof. Keengwe has published over 100 publications in journals, edited books, book chapters, and conference proceedings. His primary research interests focus on mobile technology integration and learner-centered pedagogy in teacher education. Prof. Keengwe’s work was honored with the 2011 UND McDermott Faculty Award for Excellence in Academic Advising. He was also awarded the North Dakota Faculty Spirit Award in recognition of significant contributions to teaching, research, and service, and the 13th Annual Martin Luther King Jr. Award. At the national level, Prof. Keengwe was one of the 10 recipients selected to receive the 2010 American Educational Research Association (AERA) Teacher Education Travel Award. More recently, Prof. Keengwe was a recipient of the 2017 Carnegie African Diaspora Fellowship.

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