Internationalizing Teacher Education for Social Justice: Theory, Research, and Practice

Publisher Marketing: A volume in Research for Social Justice: Personal Passionate Participatory Inquiry (Sponsored by AERA Qualitative Research SIG and International Studies SIG) Series Editors Ming Fang He, Georgia Southern University and JoAnn Phillion, Purdue University In Internationalizing Teacher Education for Social Justice: Theory, Research, and Practice, editors Suniti Sharma, JoAnn Phillion, Jubin Rahatzad, and Hannah L. Sasser present a collection of personal, passionate, and participatory global perspectives of teacher educators on internationalizing teacher education for social justice. The reader will encounter each author's personal and professional journey into global classrooms for internationalizing teacher education and supporting future teachers in developing competencies necessary for addressing the academic needs of diverse K-12 classrooms. This collection provides a broad, critical, and interpretive overview of shifts in U. S. and global perspectives to offer transformative frameworks and strategies on preparing K-12 teachers to meet the complex demands for skills in the twenty-first century. The global tenor of this book, framed by theory, research, and practice spanning several countries provides a timely contribution to internationalizing teacher education for social justice in the twenty-first century. The authors' dedication to preparing teachers who have knowledge of world cultures and global issues, combined with a deep commitment to social justice for promoting equity in education, informs each chapter. The authors take up the internationalization of teacher education for social justice as both an opportunity and a challenge, transcending rhetoric to meaningful action, situating their global understanding to inform readers of critical engagement with, and examination of, theory, research, and practice for effecting social and educational change. Contributor Bio:  Sharma, Suniti Suniti Sharma is an Assistant Professor in the Department of Teacher Education at Saint Joseph's University, Philadelphia. She teaches content and pedagogy for English language and social studies education. Her research interests include adolescent girls in prison and educational change, developing multicultural competencies in preservice teachers through international field experiences, and autoethnographic studies in identity, culture, and curriculum. Some of her research has been published in Teachers College Record; Race, Ethnicity and Education; and Journal of Curriculum theorizing; and as book chapters in The Curriculum Studies Handbook - The Next Moment and Handbook of Public Pedagogy: Education and Learning Beyond Schooling. Contributor Bio:  Phillion, Joann JoAnn Phillion is Associate Professor in the Department of Curriculum and Instruction at Purdue University. She received her Ph. D. from the Ontario Institute for Studies in Education of the University of Toronto at the Centre for Teacher Development with Michael Connelly. She was awarded the AERA Division B Outstanding Dissertation Award in 2000. She is past Chair of Division B Equity Committee and member of AERA Affirmative Action Council. She is Editor of Curriculum Inquiry. Her research interests are in narrative approaches to multiculturalism, teacher knowledge, and teacher education. She teaches graduate courses in curriculum theory and multicultural education, and an undergraduate course in pre-service teacher development. She is involved in international teacher development in Hong Kong and Honduras. She published Narrative Inquiry in a Multicultural Landscape: Multicultural Teaching and Learning with Ablex Publications in 2002.