Session Information
07 SES 12 A, Global Teaching: Southern Perspectives on Working with Diversity
Symposium
Contribution
At a time when social, cultural and linguistic diversity has become a characteristic of education systems around the world, and with the need to attend to the super-diversity (Vertovec, 2007) in education, it is timely to consider how teacher education and teacher educators are responding to these developments in the context of increased mobilities within and across national boundaries. Critically, at this moment in time we are witnessing the movement of large numbers of people; refugees dispossessed by violence and increasing economic uncertainty. While the need to rethink the frameworks we have used for working with diversity is increasingly urgent, this issue has always been with us, especially for those in the ‘new world’ where Indigenous populations have been colonized. This symposium draws together the work of scholars from The Netherlands, Scotland, New Zealand, and Australia to explore teaching for and with diversity in global contexts. Drawing on critical theories, the presenters explore responses to cultural and linguistic diversity in teacher education programs, and offer suggestions of ways to better prepare teachers for the complexity and diversity of classrooms in the twenty-first century.
References
Bauman, Z. (2000). Liquid modernity. Cambridge: Polity Press.
Calhoun, C. (2007). Nations matter: Culture, history, and the cosmopolitan dream. Oxford: Routledge.
Duckworth, R., Walker-Levy, L., & Levy. I. (2010). “Present and future teachers of the world’s children: How internationally-minded are they?” Journal of International Education,
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