A Journey to Unlearn and Learn in Multicultural Education

ISBN 10: 1433104466 / ISBN 13: 9781433104466

Editore: Peter Lang Inc., International Academic Publi, 2009

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Dati bibliografici

• Titolo: A Journey to Unlearn and Learn in Multicultural Education
• Editore: Peter Lang Inc., International Academic Publi
• Data di pubblicazione: 2009
• Lingua: Inglese
• ISBN 10: 1433104466
• ISBN 13: 9781433104466
• Rilegatura: Paperback
• Condizione: Very Good
• Condizione della sovraccoperta: No Jacket

Descrizione articolo

Riassunto

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.

Informazioni sull?autore

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.