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Rethinking 21st Century Diversity in Teacher Preparation, K-12 Education, and School Policy

Theory, Research, and Practice

  • Suniti Sharma
  • Althier M. Lazar
Book

Part of the Education, Equity, Economy book series (EEEC, volume 7)

Table of contents

  1. Front Matter
    Pages i-xix
  2. Theoretical Discourses on Neoliberalism, Coloniality, and Decolonization of Knowledge in Education

  3. Critical Research on Teacher Preparation, K-12 Classrooms, and Educational Change

  4. Transformative Practice for Teaching and Learning in the 21st Century

About this book

Introduction

This book offers educators new understandings of 21st century diversity emerging from contemporary national events within the U.S., global movements, and changes in the world political order that have long-lasting impact on local education and call for rethinking traditional generalizations and empirical prescriptions for inclusivity in teaching and learning. The book expands the literature on teacher preparation and intercultural education by providing the educational community with critical perspectives, theoretical approaches, and research methodologies for educational inquiry responsive to diversity. Driven by changes in classroom diversity this book offers educators, researchers and policy makers a language for articulating complex differences in educational reform, policy and practice.


Keywords

21st century diversity K-12 classrooms Culturally and linguistically responsive pedagogy Educational Equity and the Arts Global diversity

Editors and affiliations

  • Suniti Sharma
    • 1
  • Althier M. Lazar
    • 2
  1. 1.Department of Teacher EducationSaint Joseph’s UniversityPhiladelphiaUSA
  2. 2.Department of Teacher EducationSaint Joseph’s UniversityPhiladelphiaUSA

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-030-02251-8
  • Copyright Information Springer Nature Switzerland AG 2019
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-030-02250-1
  • Online ISBN 978-3-030-02251-8
  • Series Print ISSN 2364-835X
  • Series Online ISSN 2364-8368
  • Buy this book on publisher's site