Introducing global teaching and Southern perspectives

Carol Reid, Jae Major

Research output: Chapter in Book / Conference PaperChapter

Abstract

The fact that teaching populations and their knowledge represent majoritarian positions is because, despite increasing diversity, responses are constrained by multiple tensions, contradictions and paradoxes due to the pervasive and hegemonic influence of globalization (e.g., the homogenization of knowledge and pedagogies, the international assessment and ranking regimes) and neoliberalism that have colonized education systems around the world and drive policy and practice in ways that tend to reproduce inherent inequities. The challenge for education systems is to find a new language, new practices and new theories for teachers and teacher educators to engage with the challenges and opportunities that emerge. Whilst diversity covers a range of elements—culture, language, ability, race/ethnicity, gender, sexuality, socio-economic status—in this book we focus on cultural, race/ethnic and linguistic diversity specifically. In what follows, we outline broad trends in educational responses to cultural and linguistic diversity, before discussing Southern Theory and its applications for education and teacher education in relation to diversity and difference. From this framework we then outline the chapters in the book and discuss the kinds of conversations that we see emerging from the chapters.
Original languageEnglish
Title of host publicationGlobal Teaching: Southern Perspectives on Teachers Working with Diversity
EditorsCarol Reid, Jae Major
Place of PublicationU.S.
PublisherPalgrave Macmillan
Pages1-14
Number of pages14
ISBN (Electronic)9781137525260
ISBN (Print)9781137532145
Publication statusPublished - 2017

Keywords

  • teaching
  • teachers
  • multiculturalism

Fingerprint

Dive into the research topics of 'Introducing global teaching and Southern perspectives'. Together they form a unique fingerprint.

Cite this