Studying Diversity in Teacher Education

by Ball, Arnetha F.; Tyson, Cynthia A.; Ball, Arnetha F.; Ladson-Billings, Gloria; Quijada Cerecer, Patricia D.; Chapman, Thandeka K.; Cochran-Smith, Marilyn; R. Duncan-Andrade, Jeffrey M.; Ford, Donna Y.; Fries, Kim; Gibson, Melissa; Grant, Carl A.; Hollins

• ISBN13: 9781442204409
• ISBN10: 1442204400
• Format: Hardcover
• Copyright: 2011-01-16
• Publisher: Rowman & Littlefield Publishers

Summary

Studying Diversity in Teacher Education is a collaborative effort by experts seeking to elucidate one of the most important issues facing education today. The contributors address historically persistent issues such as understanding how to teach diversity, while also providing research and case studies on how the issues are being resolved. Concluding the volume with an agenda for future research, Studying Diversity in Teacher Education is a necessary resource for all educators.

Author Biography

Arnetha F. Ball, Ph.D., is a Stanford University education professor and president-elect of the American Educational Research Association (AERA). She is also the visiting Barbara A. Sizemore Distinguished Professor of Urban Education at Duquesne University. Cynthia A. Tyson, Ph.D., is professor in the School of Teaching and Learning at The Ohio State University. Her research and scholarship interests include teaching for social justice, early childhood social studies, and multicultural children's literature.

Table of Contents

Foreword	p. ix
Introduction and Overview	p. 1
Historical Context and Persisting Challenges: Preparing Teachers for Diversity	p. 17
Diversity and Teacher Education: A Historical Perspective on Research and Policy	p. 19
Creating Interdisciplinary Multicultural Teacher Education: Courageous Leadership Is Crucial	p. 63
Researching Successful Efforts in Teacher Education to Diversify Teachers	p. 81
The Meaning of Culture in Learning to Teach: The Power of Socialization and Identity Formation	p. 105
Current Trends and Innovations in Research on Diversity: Implications for Teacher Education	p. 131
Centering Research on Diverse Populations in Teacher Education	p. 133
Teacher Education, Struggles for Social Justice, and the Historic Erasure of Lesbian, Gay, Bisexual, Transgender, and Queer Lives	p. 135
Crossing Boundaries, Studying Diversity: Lessons from Preservice Teachers and Urban Youth	p. 153
Power in Community Building: Learning from Indigenous Youth How to Strengthen Adult-Youth Relationships in School Settings	p. 171
"Something to Brag About": Black Males, Literacy, and Diversity in Teacher Education	p. 183
Preparing Teacher Education Candidates to Work With Students With Disabilities and Gifts and Talents	p. 201
Researching Speakers of Nondominant Languages in Teacher Education Programs: Tapping Into Perceived Barriers to Promote Teaching and Learning in Diverse Contexts	p. 219
Frameworks, Perspectives, and Paradigms in Research on Diversity: Implications for Research in Teacher Education	p. 235
A Critical Race Theory Analysis of Past and Present Institutional Processes and Policies in Teacher Education	p. 237
"I Am Large, I Contain Multitudes": Teacher Identity as a Useful Frame for Research, Practice, and Diversity in Teacher Education	p. 257
Teaching Native Youth, Teaching about Native Peoples: Shifting the Paradigm to Socioculturally Responsive Education	p. 275
Worthy Witnessing: Collaborative Research in Urban Classrooms	p. 295
The Principal Facts: New Directions for Teacher Education	p. 309
Future Trends and Directions: An Agenda for the Work That Still Needs to be Done	p. 327
Embracing Complexity and Community in Research on Multicultural Teacher Education	p. 329
Teacher Education for Diversity: Policy and Politics	p. 339
"Placing Equity Front and Center" Revisited	p. 363
Asking the Right Questions: A Research Agenda for Studying Diversity in Teacher Education	p. 385
Preparing Teachers for Diversity in the Twenty-first Century	p. 399
Index	p. 417
About the Contributors	p. 433
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