Abstract
This chapter serves as an introduction to the book, Rethinking 21stDiversity in Teacher Preparation, K-12 Education, and School Policy: Theory, Research, and Practice. In engaging with diversity, the authors of this book lend a fresh perspective to how we understand diversity in K-12 contexts by considering not just what diversity means but also how it matters, where, for whom, and to what effects. The authors comprise a diverse intellectual and global mix of education faculty, school leaders, policy researchers and K-12 teachers. How the authors identify, articulate, and respond to diversity from distinct theoretical orientations, research methodologies, and teaching philosophies is also a response to the age-old debates: What is the purpose of public schools? Who is being served by public schools? Whose knowledge counts? Who defines what knowledge counts and for whom? Where does K-12 diversity fit into these conversations and debates? How do we prepare teachers for teaching K-12 diversity? The authors’ response to these questions is timely and offer diverse perspectives on how to rethink teaching and learning aimed at educational equity and equal opportunity for all students.
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Sharma, S., Lazar, A.M. (2019). 21st Century Diversity, Educational Equity, and Transformative Change. In: Sharma, S., Lazar, A.M. (eds) Rethinking 21st Century Diversity in Teacher Preparation, K-12 Education, and School Policy. Education, Equity, Economy, vol 7. Springer, Cham. https://doi.org/10.1007/978-3-030-02251-8_1
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