Multicultural strategies for education and social change : carriers of the torch in the United States and South Africa
Author(s)
Bibliographic Information
Multicultural strategies for education and social change : carriers of the torch in the United States and South Africa
(Multicultural education series / series editor, James A. Banks)
Teacher College Press, c2006
- : paper
Available at 1 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Includes bibliographical references (p. 149-158) and index
Description and Table of Contents
Description
This book describes a different approach to teacher education, designed to create ""carriers of the torch"" - teachers who have a sense of efficacy and the attitudes, dispositions, and skills necessary to teach students from diverse racial, ethnic, and linguistic backgrounds. Through her examination of teacher change and teacher education in two countries - the United States and South Africa - the author proposes new ways to prepare teachers for a rapidly changing global society. Presenting the story of a dynamically successful program that was developed and implemented with over a hundred U.S. and South African teachers, this book shows us how to: facilitate the development of teachers who see literacy as a tool for understanding and building upon student diversity in their classrooms; restructure teacher education programs to cultivate teachers who are committed to teaching socially and economically disenfranchised students; foster teachers' interest in understanding the historical, cultural, political, and economic circumstances and resources that students bring to the classroom; and, empower teachers to become agents of change and develop their own voices on critical issues related to diversity.
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