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

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

    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

    Fingerprint

    Dive into the research topics of 'Conclusion: Learning the humility of teaching 'Other's'- preparing teachers for culturally complex classrooms'. Together they form a unique fingerprint.

    Cite this