1st Edition

Superdiversity and Teacher Education Supporting Teachers in Working with Culturally, Linguistically, and Racially Diverse Students, Families, and Communities

Edited By Guofang Li, Jim Anderson, Jan Hare, Marianne McTavish Copyright 2021
    342 Pages 22 B/W Illustrations
    by Routledge

    342 Pages 22 B/W Illustrations
    by Routledge

    This edited volume addresses the pressing imperative to understand and attend to the needs of the fast-growing population of minority students who are increasingly considered "superdiverse" in their cultural, linguistic, and racial backgrounds. Superdiverse learners—including native-born learners (Indigenous and immigrant families), foreign-born immigrant students, and refugees—may fill multiple categories of "diversity" at once. This volume helps pre- and in-service teachers and teacher educators to move beyond the demographic backgrounds of superdiverse learners to consider not only their ways of being, motivations, and social processes, but also the ongoing systemic issues of marginalization and inequity that confront these learners.

    Challenging existing teaching and learning paradigms in the K-12 North American context, this volume provides new methods and examples for supporting superdiverse learners in a range of settings. Organized around different conceptual underpinnings of superdiversity, contributors identify the knowledge gaps and effective practices in engaging superdiverse learners, families and communities. With cutting-edge research on this growing topic, this text will appeal to researchers, scholars, educators, and graduate students in multilingual education, literacy education, teacher education, and international education.


    Stephen May

    Introduction: Superdiversity, Emergent Priorities, and Teacher Learning

    Guofang Li, Lilach Marom, Jim Anderson, Jan Hare, and Marianne McTavish

    Part 1: Contexts of Teacher Education in a Superdiverse World

    1. Teaching Superdiverse Students in a Transnational World: Rethinking Teacher Education

    Guofang Li

    2. Trickster Comes to Teacher Education

    Jan Hare

    3. Getting Past the White Paper: Inclusion, Antiracism and Decolonial Inheriting in Teacher Education

    Lisa K. Taylor

    4. Important and Unnecessary: The Paradox of White Preservice Teacher Perceptions of Culturally Relevant Pedagogy

    Jacob S. Bennett

    5. Contexts and Complexity: Promoting Racial and Linguistic Justice Through Bilingual Dual Language Teacher Education

    Manka Varghese, Teddi Beam-Conroy, Renee Shank, and Rachel Snyder

    Part 2: Research on Teacher Education in a Time of Superdiversity

    6. Teacher Education for Diversity Through an Autoethnographic Lens

    Antoinette Gagné

    7. Pre-Service Teachers’ Critical Dispositions Towards Language: Transforming Taken-for-Granted Assumptions About Racially, Culturally, and Linguistically Diverse Learners Through Teacher Education

    Andrea Sterzuk

    8. Prism of Promise: Towards Responsive Tools for Diverse Classrooms

    Patriann Smith and Sara Hajek

    9. Connecting Educators, Families and Communities Through PASTEL (Plurilingualism, Art, Science, Technology and Literacies) Approaches in and Around French Immersion

    Danièle Moore

    10. Infusing ELL Preparation into Initial Teacher Preparation: (How) Does It Work?

    Ester de Jong

    Part 3: Engaging Practices for Educators for Superdiversity

    11. Academic Support for Refugee Students in Elementary and Secondary Schools and Teachers’ Quandaries About Inclusivity

    Hua Que and Xuemei Li

    12. Partnering with African American Parents in the United States: Implications for Educators

    Patricia A. Edwards and Kristen L. White

    13. Some Lessons Learned from Working with Children and Families in Diverse Communities: Looking Back, Looking Forward

    Jim Anderson and Ann Anderson

    14. Assessment Practices in the Diverse Class Setting: A Fine Balance

    Hetty Roessingh

    15. Diversity as the Norm: Teaching to and Through Superdiversity in Post-Secondary Indigenous Education Courses

    Nikki L. Yee and Sara Florence Davidson

    Conclusion: Teaching and Teacher Education in an Era of Superdiversity: Challenges and Opportunities

    Lilach Marom, Caroline Locher-Lo, April Martin-Ko, Monica Shank, Zhuo Sun, and Kwesi Yaro


    Guofang Li is Professor and Canada Research Chair (Tier 1) in Transnational/ Global Perspectives of Language and Literacy Education of Children and Youth at the University of British Columbia, Canada.

    Jim Anderson is Professor of Literacy at the University of British Columbia, Canada.

    Jan Hare is Associate Dean of Indigenous Education and Canada Research Chair (Tier 1) of Indigenous Pedagogy at the University of British Columbia, Canada.

    Marianne McTavish is Professor and Associate Dean of Teacher Education at the University of British Columbia, Canada.

    "The four editors (Li, Anderson, Hare, and McTavish) bring a wealth of knowledge from various intersecting fields, including transnational language, literacy, indigenous education, and teacher education…Even the editorial board represents superdiversity in their professional approaches…Anyone already engaged in work described as culturally relevant, culturally sustaining, critical race, abolitionist, or intersectional (for example) will find agreement and support from these chapters."

    -- Teachers College Record, August 30, 2021