Smudging composition lines of identity and teacher knowledge : cross-cultural narrative inquiries into teaching and learning

Teachers must consider what it means to work with students in an increasingly diverse global community. Classrooms increasingly comprise of students and teachers of different social, cultural, language, ethnic, and religious backgrounds, needing to adapt in order to accommodate for differences, both...

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Bibliographic Details
Other Authors: Chan, Elaine, (Editor), Ross, Vicki, (Editor)
Format: eBook
Language: English
Published: Bingley, U.K. : Emerald Publishing Limited, 2023.
Series: Advances in research on teaching ; v. 46.
Subjects:
Intercultural communication in education.
Teaching.
Education > Multicultural Education.
Multicultural education.
elektronické knihy
electronic books
ISBN: 9781837537440
Physical Description: 1 online resource (264 pages).

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Table of contents

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245 0 0 |a Smudging composition lines of identity and teacher knowledge :  |b cross-cultural narrative inquiries into teaching and learning /  |c edited by Elaine Chan (University of Nebraska-Lincoln, USA), Vicki Ross (Northern Arizona University, USA). 
264 1 |a Bingley, U.K. :  |b Emerald Publishing Limited,  |c 2023. 
264 4 |c ©2024 
300 |a 1 online resource (264 pages). 
336 |a text  |b txt  |2 rdacontent 
337 |a computer  |b c  |2 rdamedia 
338 |a online resource  |b cr  |2 rdacarrier 
490 1 |a Advances in research on teaching ;  |v v. 46 
500 |a Includes index. 
504 |a Includes bibliographical references. 
505 0 |a Introduction -- Chapter 1. Examining teacher knowledge in cross-cultural classroom contexts / Vicki Ross and Elaine Chan Section I. Becoming a cross-cultural teacher: Developing teacher knowledge from cross-cultural experiences -- Chapter 2. Cross-cultural chickens and eggs / Candace Schlein -- Chapter 3. Transforming our praxis through cross-cultural perspectives in pedagogy / Andrea Flanagan-Borquez and Kiyomi Sanchez-Suzuki Colegrove Section II. Learner experience informing teacher knowledge -- Chapter 4. Confronting difference: Learning to teach in a borderland school in hong kong / Cheri Chan -- Chapter 5. Teacher education for social justice across sociocultural and sociopolitical contexts: An autobiographical narrative study / Margaret M. Lo Section III. Cross-cultural curricular experiences that inform teacher knowledge -- Chapter 6. Stories of margaret: A korean who has never not been korean / Sue Kyung Kim -- Chapter 7. Narratives indigenizing school mathematics: An intersection of euro-western and cree perspectives / Stavros Stavrou Section IV. Milieu informing teacher knowledge -- Chapter 8. Exploring shifts of dialogue in cross-cultural teaching and curriculum design / Qian Chen -- Chapter 9. Crossing over the genkan: Learning about Japanese schooling from a canadian teacher perspective / Elaine Chan Conclusion -- Chapter 10. Complexities of teacher knowledge in cross-cultural school contexts: Coming to a cross-cultural comparative narrative approach / Elaine Chan and Vicki Ross. 
520 |a Teachers must consider what it means to work with students in an increasingly diverse global community. Classrooms increasingly comprise of students and teachers of different social, cultural, language, ethnic, and religious backgrounds, needing to adapt in order to accommodate for differences, both expected and unanticipated, that each individual brings to shared classroom contexts. Smudging Composition Lines of Identity and Teacher Knowledge uses a comparative narrative inquiry approach grounded in long-term research to learn about experiences and complexities of cross-cultural teaching. The chapter authors identify and explore differences in the structure of schooling, student experiences, teacher education, school partnerships, parents, and members of the community, and the ways in which diversity is addressed in school practices and curriculum. Gaining insight into complexities of teacher identity formation and development in cross-cultural teaching contexts, they explore ways in which teaching goals might be achieved using practices commonly used in the host country not often used in one's home country. The dilemmas and tensions uncovered directly from the perspective of teachers and teacher educators develop narrative inquiry as a methodological approach to examining teacher knowledge in cross-cultural teaching, providing invaluable findings for teachers, teacher educators, and educational researchers internationally. 
588 0 |a Print version record. 
650 0 |a Intercultural communication in education. 
650 0 |a Teaching. 
650 7 |a Education  |x Multicultural Education.  |2 bisacsh 
650 7 |a Multicultural education.  |2 bicssc 
655 7 |a elektronické knihy  |7 fd186907  |2 czenas 
655 9 |a electronic books  |2 eczenas 
700 1 |a Chan, Elaine,  |e editor. 
700 1 |a Ross, Vicki,  |e editor. 
776 0 8 |i Print version:  |z 9781837537433 
776 0 8 |i PDF version:  |z 9781837537426 
830 0 |a Advances in research on teaching ;  |v v. 46. 
856 4 0 |u https://proxy.k.utb.cz/login?url=https://doi.org/10.1108/S1479-3687202446  |y Full text 

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