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 children’s 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.
Author(s): Robyn Moloney, Maria Lobytsyna, John De Nobile
Series: New Perspectives on Teaching Interculturality
Publisher: Routledge
Year: 2022
Language: English
Pages: 202
City: London
Cover
Half Title
Series Page
Title Page
Copyright Page
Table of Contents
List of figures
List of tables
Series Editor Foreword
Acknowledgements
List of abbreviations
Chapter 1 Introduction
Chapter 2 Literature review
Chapter 3 The methodology of the five-school study
Chapter 4 The professional learning programme
Chapter 5 Teacher interculturality in the five schools
Chapter 6 Individual school outcomes in the five-school study
Chapter 7 Case study 1: Cranston Public School: Multilingual identities and interculturality
Chapter 8 Case study 2: Gaines Public School: “We can see the rest of the world from here”
Chapter 9 Conclusion
Index
