1st Edition

Teacher Education for Diversity Conversations from the Global South

Edited By Elizabeth Walton, Ruksana Osman Copyright 2018
    192 Pages
    by Routledge

    192 Pages
    by Routledge

    Foregrounding the diversity that characterises various educational settings, this book discusses how histories and geographies of oppression, exclusion and marginalisation have impacted on teacher education. Contributors draw on first-hand experiences of living and working in countries including Brazil, China, South Africa, New Zealand and Malawi.

    Positioned in a geographical and metaphorical ‘Global South’, the book draws critical attention to debates which have been otherwise marginalised in relation to those conducted in the ‘Global North’. Chapters address difference and diversity on both a conceptual and empirical level, acknowledging the significance of various global trends including increased migration and urbanisation; and broadening understandings of race, religion, gender, sexuality and dis/ability. Taken together, these chapters reveal the extent of the work which still remains to be done in the field of teacher education for diversity.

    The issues discussed are of global significance, making this text key reading for teachers, teacher educators, and those concerned with the advancement of social justice and reduction of inequality through education.

    Teacher education for diversity: Elizabeth Walton and Ruksana Osman Assimilation and celebration? Discourses of difference in education and the development of critical diversity literacy: Finn Reygan, Elizabeth Walton and Ruksana Osman Engaging forced introspection: teaching social justice in critical diversity literacy: Peace Kiguwa Deconstructing heteronormativity and hegemonic gender orders through critical literacy and materials design: A Case in a South African School of Education: Navan N. GovenderThe role of developing pre-service teachers’ pedagogical reasoning to support contextually responsive teaching: Lee Rusznyak and Alfred Masinire Diversity of teacher autonomy in response to curriculum reform: Towards a humanistic focus on teacher education: Jing Xiao and Ora Kwo Educating in diverse worlds: the immigrant Somali parent as a strategic partner of education: Doria Daniels Equity through individualised and interconnected teacher education: Mandia Mentis and Alison Kearney Teacher education and notions of diversity in Malawi: Myriam Hummel and Petra Engelbrecht Teacher education for diversity in Brazil: Perspectives from the national observatory in special education: Enicéia Gonçalves Mendes and Leonardo Santos Amâncio Cabral Difference in current post-apartheid education: Nazir Carrim List of contributors



    Elizabeth Walton is an Associate Professor in Inclusive Education at the University of the Witwatersrand, South Africa.

    Ruksana Osman is Professor of Education and Dean of the Faculty of Humanities at the University of the Witwatersrand, South Africa.

    "Teacher education programmes throughout the world are grappling with one of the most expansive transformations in teacher preparation in a century: updating archaic programmes to address the ever-increasing diversity in our 21-century schools. Parents, accrediting bodies, policy-makers, and students themselves, are demanding that teachers be inclusive, culturally-competent educators. Walton and Osman’s book takes on this challenge in conceptual, empirical and practical ways. With an international focus and a cadre of scholars, each chapter demonstrates how to transform teacher education into an enterprise that truly prepares teachers for the vibrant, diverse world that is at the doorstep of schoolhouses throughout the world. This is a book that universities and teacher education programmes need now—in fact, it is overdue."

    Professor Ronnie Casella, State University of New York--Cortland, USA.


    "The global Sustainable Development Goals (SDGs) place equitable, inclusive and quality lifelong learning at the heart of its education vision. Achieving this requires motivated and dedicated teachers who are committed to the learning of all, particularly the marginalized. Yet this global framework pays scant attention to those who produce the next generation of teachers, the teacher educators, and the extent to which future teachers are learning to work with diversity within and outside the classroom. Ignoring diversity imperils the extent to which we can create just, peaceful and inclusive societies.

    This book edited by Walton and Osman brings together a collection of teacher education research which collectively speaks to the need for (re)thinking what we value and what counts in producing the kinds of teachers required for the world we want. It is a must-read for everyone committed to invigorating a vision for social justice and quality education, which has at its core a critical and reflexive account of, and approach to, diversity in and through education. I commend the editors and authors for providing a timely and much needed resource for teacher education in these troubling and uncertain times."

    Professor Yusuf Sayed, University of Sussex, UK.


    "This book attends to debates that link teacher education and the recognition of, and working pedagogically with, complex human diversities in institutions such as schools and university faculties of education. The authors, drawn from different contexts, variously argue that teacher education must involve engaging with diversity in an inclusive and responsive manner, including how students learn under conditions of exclusion related to class, race, geography, gender, sexuality and disability. The book presents a cogent set of arguments, informed by rigorous empirical research and theoretical application, about the way in which inclusion and recognition work are able to proceed in educational sites, where normative assumptions are challenged, and rigorous dialogue enacted in pursuit of our common humanity. This book is a much needed addition to the study of teacher education in complex times."

    Professor Aslam Fataar, Stellenbosch University, South Africa.