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Conclusion: Learning the Humility of Teaching ‘Others’—Preparing Teachers for Culturally Complex Classrooms

Chapter
Part of the Education Dialogues with/in the Global South book series (EDGS)

Abstract

This chapter builds on the other chapters in this collection to argue that while it is centrally important for teacher education to ensure that teachers are supported to understand their own autobiographical histories and privilege, and to be resourced with knowledge of strategies proven successful in creating culturally responsive classroom practice, this is not enough. It must be complemented by the acquisition of an ethical stance toward their work as teachers, predicated on an acceptance that they must always enter a teacher–learner relationship with the presumption of their own lack of knowledge, and with the humility that positions them to "face the Other"—open to the continuous need to learn about the specificity of their students’ cultural and community ways of knowing, doing and thinking.

Keywords

Teacher Education Social Justice Student Teacher Prospective Teacher Teacher Education Program 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© The Author(s) 2017

Authors and Affiliations

  1. 1.Faculty of Arts and EducationCharles Sturt UniversityBathurstAustralia

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