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

Superdiversity, Migration, and Indigeneity in the North American ContextContext, Research, and Practices of Teacher Education in a Time of Superdiversity: Overview of the ChaptersMoving from Diversity to Superdiversity in a COVID-19 Eduscape: A ConclusionReferencesSection I: Contexts of Teacher Education in a Superdiverse WorldTeaching Superdiverse Students in a Transnational World: Rethinking Teacher EducationUnpacking Diversity Among Transnational Students in North AmericaTransnational Students’ Di/Convergent Schooling Experiences in North AmericaRefugee Students’ ExperiencesSojourner Students’ ExperiencesInternational Students’ ExperiencesEducating Transnational Students: Challenges and Promising PracticesImplications for Teacher EducationA Concluding RemarkReferencesTrickster Comes to Teacher EducationAchieving Parity in the Teacher Education WorkforceThe Role of Indigenous TeachersExperiences of Indigenous Preservice TeachersTrickster StrategiesStrategy 1: Summoning the ImaginationTrickster Strategy 2: Disrupting the Order of ThingsTrickster Strategy 3: RenewalConclusionReferencesGetting Past the White Paper: Inclusion, Antiracism and Decolonial Inheriting in Teacher EducationWho 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 TransformationIntersectionality and Incommensurability: Understanding the productiveness of Racial Logics within Coloniality and Decoloniality in the Preservice ClassroomConclusion: The Limits of Teacher EducationNotesReferencesImportant and Unnecessary: The Paradox of White Preservice Teacher Perceptions of Culturally Relevant PedagogyLiterature ReviewCurrent StudyTheoretical FrameAnalytical FrameworkMethodsSite and ParticipantsSiteParticipant SelectionResearcher PositionalityData CollectionParticipant InterviewsReflexive JournalsData AnalysisResultsCharles PurseBackgroundExpansive Learning of CRPVictoria WelbyBackgroundExpansive Learning of CRPErin MarkieBackgroundExpansive Learning of CRPDiscussionImplications: New Directions in TEPs Toward Expansive LearningReferencesContexts and Complexity: Promoting Racial and Linguistic Justice Through Bilingual Dual Language Teacher EducationNational and State Sociopolitical ContextsElementary Teacher Education ProgramBilingual/DL Teacher Preparation and Candidate Perspectives in Elementary TEPPre-BECAPost- BECADiscussion and ConclusionReferencesSection II: Research on Teacher Education in a Time of SuperdiversityTeacher Education for Diversity Through an Autoethnographic LensAnalytic AutoethnographyMy Journey in Teacher Education in OntarioConceptual FramesTeaching for EquityModel for Intercultural Teaching CompetenceThe Evolution of Teacher Education for Equity and Diversity in the Master of Teaching ProgramOntario College of Teacher Accreditation Resource Guide 2017Ontario’s Education Equity Action Plan 2017University Level—University of TorontoFaculty Level—Ontario Institute for Studies in EducationMaster of Teaching Curriculum Review ProcessMaster of Teaching Vision StatementMaster of Teaching Admissions StatementMaster of Teaching Program ExpectationsMaster of Teaching Curriculum MappingThe Supporting English Learners CourseLearning and Assessment Strategies in the Supporting English Learners CourseConclusionReferencesPre-Service Teachers’ Critical Dispositions towards Language: Transforming Taken-for-Granted Assumptions About Racially, Culturally, and Linguistically Diverse Learners through Teacher EducationCritical Understandings of Language and SchoolMethodologyFindings ad DiscussionConclusionAppendix 7.1Views of English Language QuestionnaireReferencesPrism of Promise: Towards Responsive Tools for Diverse ClassroomsCulturally and Linguistically Responsive PedagogyCritical Multilingual and Multicultural AwarenessExploring Responsiveness and Awareness in an Online Literacy CommunityThe In-Service TeachersApproach to Diversity in the CourseTeacher Synopses and Responses as a Basis for InquiryMaking Sense of Teacher Synopses and ResponsesUnderstanding Teacher Awareness and Responsiveness across a SpectrumCulturally Responsive Literacy PedagogyLinguistically Responsive PedagogyTowards Informal Tools for Responsiveness and a Prism of PromiseBeyond DichotomiesAppendix 8.1Apply and Evaluate (A&E) Assignment (30 points)Weekly Posts (20 points)Course Specific Student Learning Outcomes and Methods of AssessmentComprehensive Case StudyModule Synopses and Synopsis-Based Discussion [45%|18%]ReferencesConnecting Educators, Families and Communities Through PASTEL (Plurilingualism, Art, Science, Technology and Literacies) Approaches in and Around French ImmersionIntersecting Science Learning and Plurilingual Education: Creating Spaces for Contact with DiversityA Plurilingual Pedagogical Scenario for Science Learning in French Immersive Contexts and BeyondGeneral Structure of a Scenario Plan in the Context of French as a Second-Language Teaching in North AmericaGuiding Principles to Develop Cross-Curricular Scenarios for Unit PlansMapping out a Unit Based on a Cross-Curricular Theme: a Plurilingual Exploration of Symmetry Through Light and ShadowLearning Beyond the ClassroomLearning in Class: The Power of Reflective Dialogues in Teacher TrainingConclusionReferencesInfusing ELL Preparation into Initial Teacher Preparation: (How) Does it Work?BackgroundThe Florida ContextInfusion Model as a Curricular ModelIntegrating ELL Expertise in Elementary Teacher PreparationCourse-Level ChangesPreparing General Teacher EducatorsThe Impact of ESOL-Infused Model on Elementary Teacher PreparationLooking Ahead: The Place of InfusionReferencesSection III: Engaging Practices for Educators for SuperdiversityAcademic Support for Refugee Students in Elementary and Secondary Schools and Teachers’ Quandaries about InclusivityBackground and Theoretical FrameworkLiterature reviewEducational Programming for Refugee StudentsBarriers to Achievement Faced by Refugee Students in Mainstream ClassroomsModes of Ongoing Support in Mainstream Classrooms for Refugee StudentsMethodologyFindingsInadequate ESL Instruction at Elementary and Secondary SchoolsThe Missing LEARN Program at the Elementary LevelThe Achievements of the LEARN Program at the Secondary LevelImproving the Allocation of LEARN Teachers and Promoting Teacher CollaborationThe Muddled Assessment of Learning Disability and Mental IllnessLack of Support and In-Service Training for Classroom TeachersTeachers’ Quandaries with Inclusive EducationDiscussion and ImplicationsRhetorical Inclusion, Symbolic Anti-racism, and Culturally Responsive ApproachMultilingual Teachers, Professional Learning, and Culturally Responsive ApproachReferencesPartnering with African American Parents in the United States: Implications for EducatorsThe Exclusion of African Americans in the Educational LandscapeHistorical and Social Context for African American Parents’ Experiences with SchoolingHistory of Parent Engagement Practices in African American CultureBarriers to African American Parent EngagementWhite Teachers’ Perceptions of African American ParentsNiceness and Whiteness: Perpetuating RacismModels of Family–School Community Engagement in the United StatesOpening Up Space for Engagement with African American ParentsNoteReferencesSome Lessons Learned from Working with Children and Families in Diverse Communities: Looking Back, Looking ForwardFrameworkRelated LiteratureCritiques of Family Literacy ProgramsBilingual Family Literacy ProgramsWorking in Socioculturally Diverse ContextsInner-City CommunitiesFirst Nations CommunitiesImmigrant and Refugee CommunitiesLooking BackConsulting with Families and CommunitiesCulture BrokersCultural Models of Learning and TeachingHome–school ConnectionsSchool Readiness/Transition to SchoolLooking ForwardFunds of KnowledgeDiversity in TextsSustainabilityMulti-literacies, MultimodalityConclusionNoteReferencesAssessment Practices in the Diverse Class Setting: A Fine BalanceDiversity in the Classroom: The Increasing Numbers of ELLsThe Importance of Vocabulary KnowledgeTeachers’ Assessment LiteracyAssessment for, as and of Learning: Multiple Goals and Perspectives on AssessmentAssessment for, as and of Learning: Illustrative Samples for in the ClassroomConclusionReferencesDiversity as the Norm: Teaching to and Through Superdiversity in Postsecondary Indigenous Education CoursesReflectionContextEthical Space of EngagementRelationshipsPracticeDiverse Perspectives and ResourcesArts and LiteratureCo-constructing KnowledgePlace-based LearningConclusion and Future DirectionsReferencesConclusion: Teaching and Teacher Education in an Era of Superdiversity: Challenges and OpportunitiesSection I: Contexts of Teacher Education in a Superdiverse WorldSection I Implications for PracticeSection II: Research on Teacher Education in a Time of SuperdiversitySection II Implications for PracticeSection III: Engaging Practices for Educators for SuperdiversitySection III Implications for PracticeConcluding ThoughtsReferences
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