Titlebook: Rethinking 21st Century Diversity in Teacher Preparation, K-12 Education, and School Policy; Theory, Research, an Suniti Sharma,Althier M.

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How Preservice Teachers Transform Pedagogical Discomfort into Multicultural Knowledge for Disruptingine. The study was conducted from 2016 to 2017 at an urban private university in the mid-Atlantic region. The design for the research draws from Yin’s steps to conducting a collective case study and is framed by Zembylas’ notion of pedagogical discomfort as a tool for advancing preservice teachers’

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The Song-Hunting Project: Fostering Diversity in Music Educationnt the White, Anglo culture as the default frame of reference. This is still the case more than half a century after the Tanglewood Declaration of 1967, in which the music education profession declared its intent to make its content less Western high art-centric. Diversity is also conspicuously abse

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Phenomenology as a Path to English as a Second Language (ESL) Praxis, Curriculum and Theory-Makingnglish Program (IEP) hosted at an accredited institution of higher education. The research premise was that . – for its emphasis on . (van Manen M: Researching lived experience. Human science for an action sensitive pedagogy, The University of Western Ontario, London, ON, 1990) – could serve as a th

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Teachers’ Storied Cultural Tensions of Curriculum as a Standardizing Practiceanced top-down focus on curricular standards as a unifying measure. State-based standards are meant to unify and standardize the curriculum. However, utilizing a lens to position teachers as the curriculum on the regional and school-based shifting terrain of the Common Core State Standards Initiativ

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