Conclusion: Learning the humility of teaching 'Other's'- preparing teachers for culturally complex classrooms

Research output: Book chapter/Published conference paperChapter (peer-reviewed)

Abstract

This chapter argues 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 classrooms practice, this is not enough. It must be complemented by the acquisition of an ethical stance towards 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 specificty of their students’ cultural and community ways of knowing, doing and thinking.
Original languageEnglish
Title of host publicationGlobal teaching
Subtitle of host publicationSouthern perspectives on teachers working with diversity
EditorsCarol Reid, Jae Major
Place of PublicationNew York
PublisherPalgrave Macmillan
Chapter11
Pages209-229
Number of pages20
ISBN (Electronic)9781137525260
ISBN (Print)9781137532145
DOIs
Publication statusPublished - 2017

Publication series

NameEducation Dialogues with/in the Global South

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  • Cite this

    Reid, J-A. (2017). Conclusion: Learning the humility of teaching 'Other's'- preparing teachers for culturally complex classrooms. In C. Reid, & J. M. (Eds.), Global teaching: Southern perspectives on teachers working with diversity (pp. 209-229). (Education Dialogues with/in the Global South). Palgrave Macmillan. https://doi.org/10.1057/978-1-137-52526-0_11