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Good practice in culture-rich classrooms: Research-informed perspectives presents a series of autoethnographic accounts of how teacher educators at a South African university responded to the directive to transform the country's homogeneous education landscape in the post-apartheid era. The counter-narratives presented in this book guide teacher educators and pre-service teachers towards critical teaching as transformative intellectuals in learning areas such as mathematics, science, languages, technology and music. This book is suitable for teacher educators, undergraduate and postgraduate pre-service teachers, and in-service teachers who seek to make a positive contribution to the quality, value and experience of education in culture-rich classrooms.
