Studying Diversity in Teacher Education

Contributions by Arnetha F. Ball Professor, Stanford University Graduate School of Education, Gloria Ladson-Billings former Kellner Family Dis, Patricia D. Quijada Cerecer, Thandeka K. Chapman University of Wisconsin, Milwaukee, Marilyn Cochran-Smith, Jeffrey M. R. Duncan-Andrade, Donna Y. Ford Distinguished Professor of Education and Human Ecology, Kirwan Institute Fa, Kim Fries, Melissa Gibson, Carl A. Grant Hoefs-Bascom Professor, University Wisconsin-Madison, Etta R. Hollins, Kotie Kaiser, Valerie Kinloch, David E.Kirkland, Tiffany S. Lee University of New Mexico, USA, Kathy McDonough, Erica R. Meiners, H. Richard Milner IV Cornelius Vanderbilt Chai, Sonia Nieto University of Massachusetts-Amherst, Brad Olsen, Valerie Ooka Pang Professor of Teacher Education, San Diego State University, Cynthia D. Park, Therese Quinn, Maryna Reyneke, Michelle Frazier Trotman Scott, Christine E. Sleeter California State University, Monterey Bay, Joseph R. Ubiles, Mandie Uys, Maisha T. Winn, Kenneth Zeichner Edited by Arnetha F. Ball Professor, Stanford University Graduate School of Education, Cynthia A. Tyson

Publication date:

16 January 2011

Length of book:

448 pages

Publisher

Rowman & Littlefield Publishers

Dimensions:

267x190mm
7x11"

ISBN-13: 9781442204409

Studying Diversity in Teacher Education is a collaborative effort by experts seeking to elucidate one of the most important issues facing education today. First, the volume examines historically persistent, yet unresolved issues in teacher education and presents research that is currently being done to address these issues. Second, it centers on research on diverse populations, bringing together both research on diversity and research on diversity in teacher education. The contributors present frameworks, perspectives and paradigms that have implications for reframing research on complex issues that are often ignored or treated too simplistically in teacher education literature. Concluding the volume with an agenda for future research and a guide for preparing teachers for diversity education in a global context, the contributors provide a solid foundation for all educators. Studying Diversity in Teacher Education is a vital resource for all those interested in diversity and education research.

Foreword
Linda-Darling-Hammond

Introduction & Overview
Cynthia A. Tyson
Arnetha F. Ball

SECTION I. HISTORICAL CONTEXT AND PERSISTING CHALLENGES: PREPARING TEACHERS FOR DIVERSITY
Chapter 1: Diversity & Teacher Education: A Historical Perspective on Research & Policy
Carl Grant and Melissa Gibson
Chapter 2: Creating Interdisciplinary Multicultural Teacher Education: Courageous Leadership is Crucial
Valerie Ooka Pang and Cynthia D. Park
Chapter 3: Researching Successful Efforts in Teacher Education to Diversify Teachers
Christine E. Slater and H. Richard Milner IV
Chapter 4: The Meaning of Culture in Learning to Teach: The Power of Socialization and Identity Formation
Etta R. Hollins

SECTION II. CURRENT TRENDS AND INNOVATIONS IN RESEARCH ON DIVERSITY: IMPLICATIONS FOR TEACHER EDUCATION
A. CENTERING RESEARCH ON DIVERSE POPULATIONS IN TEACHER EDUCATION
Chapter 5: Teacher Education, Struggles for Social Justice, and The Historic Erasure of Lesbian, Gay, Bisexual, Transgender, and Queer Lives
Therese Quinn and Erica R. Meiners
Chapter 6: Crossing Boundaries, Studying Diversity: Lessons from Preservice Teachers and Urban Youth
Valerie Kinloch
Chapter 7: Power in Community Building: Learning from Indigenous Youth How to Strengthen Adult-Youth Relationships in School Settings
Patricia D. QuijadaCerecer
Chapter 8: "Something to brag about": Black males, literacy, and diversity in teacher education
David E. Kirkland
Chapter 9: Preparing Teacher Education Candidates to Work with Students with Disabilities and Gifts and Talents
Michelle Trotman Scott and Donna Y. Ford
Chapter 10: Researching Speakers of Non-Dominant Languages: Tapping into Perceived Barriers to Promote Teaching and Learning in a Diverse South Africa
Mandie Uys, Maryna Reyneke, and Kotie Kaiser
B. FRAMEWORKS, PERSPECTIVES AND PARADIGMS IN RESEARCH ON DIVERSITY: IMPLICATIONS FOR RESEARCH IN TEACHER EDUCATION
Chapter 11: A Critical Race Theory Analysis of Past and Present Institutional Processes and Policies in Teacher Education
Thandeka K. Chapman
Chapter 12: "I am large, I contain multitudes": Teacher Identity As Useful Frame For Research, Practice, and Diversity in Education
Brad Olsen
Chapter 13: Shifting the Paradigm to Socio-Culturally Responsive Education: Teaching Native Youth, Teaching About Native Peoples
Tiffany S. Lee
Chapter 14: Worthy Witnessing: Collaborative Research in Urban Classrooms
Maisha T. Winn
Chapter 15: The Principal Facts: New Directions for Teacher Education
Jeffry M. R. Duncan-Andrade

SECTION III. FUTURE TRENDS AND DIRECTIONS: AN AGENDA FOR THE WORK THAT STILL NEEDS TO BE DONE
Chapter 16: What We Know and What We Need To Know About Research in a Changing World
Kenneth Zeichner
Chapter 17: Teacher Education for Diversity: Policy and Politics
Marilyn Cochran-Smith and Kim Fries
Chapter 18: Placing Equity Front and Center Revisited
Sonia Nieto and Kathy McDonough
Chapter 19: Asking the Right Questions: A Research Agenda for Researching Diversity in Teacher Education
Gloria Ladson-Billings
Chapter 20: Preparing Teachers for Diversity in the 21st Century
Arnetha F. Ball and Cynthia A. Tyson

The myriad, rich, and incisive perspectives in this needed and timely book will help colleges and universities reform teacher education programs and make them culturally responsive and effective for students from diverse racial, ethnic, cultural, and linguistic groups.