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Superdiversity and Teacher Education:Supporting Teachers in Working with Culturally, Linguistically,

Superdiversity, Migration, and Indigeneity in the North American Context Context, Research, and Practices of Teacher Education in a Time of Superdiversity: Overview of the Chapters Moving from Diversity to Superdiversity in a COVID-19 Eduscape: A Conclusion References Section I: Contexts of Teacher Education in a Superdiverse World Teaching Superdiverse Students in a Transnational World: Rethinking Teacher Education Unpacking Diversity Among Transnational Students in North America Transnational Students’ Di/Convergent Schooling Experiences in North America Refugee Students’ Experiences Sojourner Students’ Experiences International Students’ Experiences Educating Transnational Students: Challenges and Promising Practices Implications for Teacher Education A Concluding Remark References Trickster Comes to Teacher Education Achieving Parity in the Teacher Education Workforce The Role of Indigenous Teachers Experiences of Indigenous Preservice Teachers Trickster Strategies Strategy 1: Summoning the Imagination Trickster Strategy 2: Disrupting the Order of Things Trickster Strategy 3: Renewal Conclusion References Getting Past the White Paper: Inclusion, Antiracism and Decolonial Inheriting in Teacher Education Who Do I Think I Am? Who Do I Think I’m Talking To?‘Haven’t we already covered this?’: Distinguishing Between Education for Inclusion, Equity, and Transformation Intersectionality and Incommensurability: Understanding the productiveness of Racial Logics within Coloniality and Decoloniality in the Preservice Classroom Conclusion: The Limits of Teacher Education Notes References Important and Unnecessary: The Paradox of White Preservice Teacher Perceptions of Culturally Relevant Pedagogy Literature Review Current Study Theoretical Frame Analytical Framework Methods Site and Participants Site Participant Selection Researcher Positionality Data Collection Participant Interviews Reflexive Journals Data Analysis Results Charles Purse Background Expansive Learning of CRP Victoria Welby Background Expansive Learning of CRP Erin Markie Background Expansive Learning of CRP Discussion Implications: New Directions in TEPs Toward Expansive Learning References Contexts and Complexity: Promoting Racial and Linguistic Justice Through Bilingual Dual Language Teacher Education National and State Sociopolitical Contexts Elementary Teacher Education Program Bilingual/DL Teacher Preparation and Candidate Perspectives in Elementary TEP Pre-BECA Post- BECA Discussion and Conclusion References Section II: Research on Teacher Education in a Time of Superdiversity Teacher Education for Diversity Through an Autoethnographic Lens Analytic Autoethnography My Journey in Teacher Education in Ontario Conceptual Frames Teaching for Equity Model for Intercultural Teaching Competence The Evolution of Teacher Education for Equity and Diversity in the Master of Teaching Program Ontario College of Teacher Accreditation Resource Guide 2017 Ontario’s Education Equity Action Plan 2017 University Level—University of Toronto Faculty Level—Ontario Institute for Studies in Education Master of Teaching Curriculum Review Process Master of Teaching Vision Statement Master of Teaching Admissions Statement Master of Teaching Program Expectations Master of Teaching Curriculum Mapping The Supporting English Learners Course Learning and Assessment Strategies in the Supporting English Learners Course Conclusion References Pre-Service Teachers’ Critical Dispositions towards Language: Transforming Taken-for-Granted Assumptions About Racially, Culturally, and Linguistically Diverse Learners through Teacher Education Critical Understandings of Language and School Methodology Findings ad Discussion Conclusion Appendix 7.1 Views of English Language Questionnaire References Prism of Promise: Towards Responsive Tools for Diverse Classrooms Culturally and Linguistically Responsive Pedagogy Critical Multilingual and Multicultural Awareness Exploring Responsiveness and Awareness in an Online Literacy Community The In-Service Teachers Approach to Diversity in the Course Teacher Synopses and Responses as a Basis for Inquiry Making Sense of Teacher Synopses and Responses Understanding Teacher Awareness and Responsiveness across a Spectrum Culturally Responsive Literacy Pedagogy Linguistically Responsive Pedagogy Towards Informal Tools for Responsiveness and a Prism of Promise Beyond Dichotomies Appendix 8.1 Apply and Evaluate (A&E) Assignment (30 points)Weekly Posts (20 points)Course Specific Student Learning Outcomes and Methods of Assessment Comprehensive Case Study Module Synopses and Synopsis-Based Discussion [45%|18%]References Connecting Educators, Families and Communities Through PASTEL (Plurilingualism, Art, Science, Technology and Literacies) Approaches in and Around French Immersion Intersecting Science Learning and Plurilingual Education: Creating Spaces for Contact with Diversity A Plurilingual Pedagogical Scenario for Science Learning in French Immersive Contexts and Beyond General Structure of a Scenario Plan in the Context of French as a Second-Language Teaching in North America Guiding Principles to Develop Cross-Curricular Scenarios for Unit Plans Mapping out a Unit Based on a Cross-Curricular Theme: a Plurilingual Exploration of Symmetry Through Light and Shadow Learning Beyond the Classroom Learning in Class: The Power of Reflective Dialogues in Teacher Training Conclusion References Infusing ELL Preparation into Initial Teacher Preparation: (How) Does it Work?Background The Florida Context Infusion Model as a Curricular Model Integrating ELL Expertise in Elementary Teacher Preparation Course-Level Changes Preparing General Teacher Educators The Impact of ESOL-Infused Model on Elementary Teacher Preparation Looking Ahead: The Place of Infusion References Section III: Engaging Practices for Educators for Superdiversity Academic Support for Refugee Students in Elementary and Secondary Schools and Teachers’ Quandaries about Inclusivity Background and Theoretical Framework Literature review Educational Programming for Refugee Students Barriers to Achievement Faced by Refugee Students in Mainstream Classrooms Modes of Ongoing Support in Mainstream Classrooms for Refugee Students Methodology Findings Inadequate ESL Instruction at Elementary and Secondary Schools The Missing LEARN Program at the Elementary Level The Achievements of the LEARN Program at the Secondary Level Improving the Allocation of LEARN Teachers and Promoting Teacher Collaboration The Muddled Assessment of Learning Disability and Mental Illness Lack of Support and In-Service Training for Classroom Teachers Teachers’ Quandaries with Inclusive Education Discussion and Implications Rhetorical Inclusion, Symbolic Anti-racism, and Culturally Responsive Approach Multilingual Teachers, Professional Learning, and Culturally Responsive Approach References Partnering with African American Parents in the United States: Implications for Educators The Exclusion of African Americans in the Educational Landscape Historical and Social Context for African American Parents’ Experiences with Schooling History of Parent Engagement Practices in African American Culture Barriers to African American Parent Engagement White Teachers’ Perceptions of African American Parents Niceness and Whiteness: Perpetuating Racism Models of Family–School Community Engagement in the United States Opening Up Space for Engagement with African American Parents Note References Some Lessons Learned from Working with Children and Families in Diverse Communities: Looking Back, Looking Forward Framework Related Literature Critiques of Family Literacy Programs Bilingual Family Literacy Programs Working in Socioculturally Diverse Contexts Inner-City Communities First Nations Communities Immigrant and Refugee Communities Looking Back Consulting with Families and Communities Culture Brokers Cultural Models of Learning and Teaching Home–school Connections School Readiness/Transition to School Looking Forward Funds of Knowledge Diversity in Texts Sustainability Multi-literacies, Multimodality Conclusion Note References Assessment Practices in the Diverse Class Setting: A Fine Balance Diversity in the Classroom: The Increasing Numbers of ELLs The Importance of Vocabulary Knowledge Teachers’ Assessment Literacy Assessment for, as and of Learning: Multiple Goals and Perspectives on Assessment Assessment for, as and of Learning: Illustrative Samples for in the Classroom Conclusion References Diversity as the Norm: Teaching to and Through Superdiversity in Postsecondary Indigenous Education Courses Reflection Context Ethical Space of Engagement Relationships Practice Diverse Perspectives and Resources Arts and Literature Co-constructing Knowledge Place-based Learning Conclusion and Future Directions References Conclusion: Teaching and Teacher Education in an Era of Superdiversity: Challenges and Opportunities Section I: Contexts of Teacher Education in a Superdiverse World Section I Implications for Practice Section II: Research on Teacher Education in a Time of Superdiversity Section II Implications for Practice Section III: Engaging Practices for Educators for Superdiversity Section III Implications for Practice Concluding Thoughts References

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