1st Edition
Teacher Education as Cultural Re-appropriation Critical and Theoretical Perspectives from across the Globe
Chapter One: Recognition as an Educational Concept in Teacher Education:GRETA MARTHINUSSEN Chapter Two: Tribal learning and Teaching as Cultural Re-appropriation: A case study from rural Norway: HELEN EIKELAND & IVOR GOODSON
Chapter Three: Revitalizing Local Pedagogies: Unfolding Attributes of Teachers in Nepal: AWASTHI LAVA DEO, HELEN EIKELAND & KC BHUPENDRA KUMAR
Chapter Four: Strengthening the Integration of Climate Education in School and Teacher Education: Curricula for Climate Resilience South Sudan: ANDERS BREIDLID
Chapter Five: Global pedagogy and local learning: intersections between play-based pedagogies across formal teacher training and community levels in Ghana: LESLIE CASELY-HAYFORD, JAMES ADAMS & ER-MENANAMANIAMPONG
Chapter Six: Indigenous Knowledge and Teacher Education in South Sudan: STEPHEN LUBARI
Chapter Seven: Narrative Capital and the ‘re-selfing’ of migrant Teachers: HELEN EIKELAND & IVOR GOODSON
Chapter Eight: Beyond the Linguistic Borders: Praxis of Multilingualism in Higher & Teacher Education in Nepal : KHEM RAJ JOSHI
Chapter Nine: Re-examining pre-service Mathematics Teacher Education programmes in Nepal from a cultural competence perspective: SARALA LUITEL
Conclusions and lessons from the field: HELEN EIKELAND & DAVID STEPHENS
Biography
Helen Eikeland is Associate Professor, Department of Education, University of Agder, Norway.
David Stephens is Emeritus Professor of International Education, University of Brighton, UK.
