This book provides a comprehensive study of professional learning courses in intercultural settings, exploring how this impacts teachers and brings about change in classrooms, culture across schools as a whole, and childrens lives.
The authors argue that teachers and schools must raise the stakes globally in an intercultural practice grounded in educational equity and anti-racism. Identifying the attributes that make a difference in teacher intercultural learning and change through analysis of both quantitative and qualitative data, the study throws up marked tensions and contradictions between the desire to explore both an abstract personal concept and achieve practical outcomes in schools. As case studies of two primary schools dig deep into teachers lives, the book proposes a model of personal teacher interculturality which is constructed from the inside out. The potential of neglected spaces in schools for intercultural identity is also highlighted by images of new practice.
This book is a supportive resource for schools or educational institutions, in any global context, that are seeking a fresh approach to intercultural education and holistic change.
This book provides a comprehensive study of Professional Learning courses in intercultural settings, exploring how this impacts teachers and brings about change in classrooms, culture across schools as a whole, and childrens lives.
Recenzijas
"Complex classrooms require a nuanced framework. In attempting to move beyond the implied Anglo norm, and a range of outdated norms about knowledges and perspectives, teachers and teacher educators alike can struggle to find quality resources that dont just add-on tokenistic ideas on a difference or a few differences. I have been searching for a high quality text on interculturality in education as a way of aiding in thinking about centring a focus on diversity for teacher education and teaching. This text seems to at last offer both the overall approach, and some further meaty details and accessible specifics with examples, which teachers need for moving their approaches to diversity forward. It could have new information and applications in general diversity education approaches and around thinking about languages, and will therefore be useful for a variety of stakeholders."
Tiffany Jones, Director of Research & Innovation, School of Education, Macquarie University, Australia
1 Introduction 2 Literature Review 3 The Methodology of the
Five-School Study 4 The Professional Learning Programme 5 Teacher
Interculturality in the Five Schools 6 Individual School Outcomes in the
Five-School Study 7 Case study 1: Cranston Public School: Multilingual
Identities and Interculturality 8 Case study 2: Gaines Public School: "We
can see the rest of the world from here" 9 Conclusion
Robyn Moloney has been a language educator in schools, teaching French, German, and Japanese, before moving to the role of a senior lecturer and teacher educator at Macquarie University, Sydney. Her doctoral study, and subsequent research, investigated students and teachers intercultural learning through language. Her many book and journal publications have covered aspects of classroom practice and professional development within intercultural learning and teaching. She now acts as an educational consultant, working with schools to develop an understanding of the intercultural capability in the curriculum and broader school environment.
Maria Lobytsyna is a language educator in schools and also a teacher educator and researcher at two universities in Sydney (Macquarie and UTS). Her PhD studies and subsequent research have focused on the intercultural learning of students and teachers, including a comparative study of Australian and Finnish education methods. Her book chapters and journal publications have covered aspects of in-service and pre-service teachers professional development within intercultural learning. She currently works as part of a research team on a project across New Souh Wales, Victoria, Queensland, and South Australia to develop intercultural skills in diverse Australian classrooms.
John De Nobile is Associate Professor in the School of Education at Macquarie University, Sydney. Prior to this he was a teacher in schools for almost 20 years. His research interests include values education, whole school behaviour management, and leadership in schools.
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