The SAGE Handbook of Research on Teacher Education offers an ambitious and international overview of the current landscape of teacher education research, as well as the imagined futures. The two volumes are divided into sub-sections: Section One: Mapping the Landscape of Teacher Education Section Two: Learning Teacher Identity in Teacher Education Section Three: Learning Teacher Agency in Teacher Education Section Four: Learning Moral & Ethical Responsibilities of Teaching in Teacher Education Section Five: Learning to Negotiate Social, Political, and Cultural Responsibilities of Teaching in Teacher Education Section Six: Learning through Pedagogies in Teacher Education Section Seven: Learning the Contents of Teaching in Teacher Education Section Eight: Learning Professional Competencies in Teacher Education and throughout the Career Section Nine: Learning with and from Assessments in Teacher Education Section Ten: The Education and Learning of Teacher Educators Section Eleven: The Evolving Social and Political Contexts of Teacher Education Section Twelve: A Reflective Turn This handbook is a landmark collection for all those interested in current research in teacher education and the possibilities for how research can influence future teacher education practices and policies. Watch handbook editors D. Jean Clandinin and Jukka Husu and handbook working editorial board members Jerry Rosiek, Mistilina Sato and Auli Toom discuss key aspects of the new handbook:

A Decolonial Alternative to Critical Approaches to Multicultural and Intercultural Teacher Education

Michael Vavrus

Internationally teacher education policies and practices differ over the meaning, value, and purpose of multiculturalism, especially in relation to national identity and citizenship rights (Banks, Suárez-Oroco, and Ben-Peretz, 2016; Koopmans, 2013). Significant differences in interpretation and intentions range from viewpoints that believe multiculturalism is underpinned by actions allowing for an individual's assimilation into a common national culture, to positions that advocate recognition of cultural groups and redistribution of material opportunities for historically marginalized populations through a critical social reconstruction (Grant & Sleeter, 1993). Whereas English-speaking nations use the term multicultural education, Europe generally references intercultural education (Alleman-Ghionda, 2012). Both expressions in teacher education are responses to an ...

  • Loading...
locked icon

Sign in to access this content

Get a 30 day FREE TRIAL

  • Watch videos from a variety of sources bringing classroom topics to life
  • Read modern, diverse business cases
  • Explore hundreds of books and reference titles