@inbook{1723aee346cf4733a33c255a1b440e4a,
title = "Conclusion: Learning the humility of teaching 'Other's'- preparing teachers for culturally complex classrooms",
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 {\textquoteleft}face the Other{\textquoteright} – open to the continuous need to learn about the specificty of their students{\textquoteright} cultural and community ways of knowing, doing and thinking.",
keywords = "Teacher education, Social justice, Student teacher, Prospective teacher, Teacher education program",
author = "Jo-Anne Reid",
note = "Includes bibliographical references.",
year = "2017",
doi = "10.1057/978-1-137-52526-0_11",
language = "English",
isbn = "9781137532145 ",
series = "Education Dialogues with/in the Global South",
publisher = "Palgrave Macmillan",
pages = "209--229",
editor = "Carol Reid and {Jae Major}",
booktitle = "Global teaching",
address = "United Kingdom",
}