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Mindful and Relational Approaches to Social Justice, Equity, and Diversity in Teacher Education
Editors:
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Publisher:
2019
Summary
As teaching is socially, culturally, and politically constructed, it is important that teacher educators committed to social justice attempt to create secure environment where all voices are heard and teacher candidates can inquire into personally and socially challenging topics within a safe and caring classroom culture. Relationships of trust are fundamental to teaching about social justice and to being receptive as learners in such classes. Mindfulness on the part of teacher educators and teacher candidates can go a long way in fostering respect, openness and acceptance in such classes. Together they can lead to teacher educators and candidates thinking deeply about themselves, schools and schooling as they move towards a vision of a more equitable and just society.
The teacher educators who have contributed to this volume recognize the challenges of balancing respect for their students with the call to social justice. Their accounts and critical reflections convey how relational and mindful approaches might offer positive avenues to self and shared exploration by teacher candidates and teacher educators alike. Several chapters attend to the challenges for educators as they encounter culturally and linguistically diverse contexts. Others attend to these issues within the complexity of diverse university classrooms in order to guide teacher candidates towards dispositions and practices that help foster inclusion and engage diverse learners and communities. Together, these chapters offer thoughtful approaches to living alongside aspiring teachers as they develop deeper understanding of the concepts of race and diversity, and inclusive approaches to teaching and learning.
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Bibliographic data
Edition
1/2019
Copyright year
2019
ISBN-Print
978-1-4985-9891-0
ISBN-Online
978-1-4985-9892-7
Publisher
Lexington, Lanham
Language
English
Pages
170
Product type
Edited Book
Table of contents
ChapterPages
Contents No access
Series Editors’ Foreword No access
Introduction No access Pages 1 - 12
1 A Relational Approach to Social Justice in Teacher Education No access Pages 13 - 30
2 Contemplating Mindfulness and Social Justice in Diversity Classrooms No access Pages 31 - 42
3 Mindfulness and Relational Knowing No access Pages 43 - 60
4 What Should Preservice Teachers Know about Race and Diversity? Exploring a Mindful and Critical Knowledge-Base No access Pages 61 - 78
5 Transformative Frameworks for Promoting Social Justice No access Pages 79 - 100
6 Embedding Lived Indigenous Perspectives in Teacher Education No access Pages 101 - 114
7 A Relational Approach to Collaborative Research and Practice among Teacher Educators in Urban Contexts No access Pages 115 - 130
8 Responding to Cries of Pain through Literature No access Pages 131 - 152
