Culturally Responsive Pedagogy / Progress in Mathematics (PDF)
Working towards Decolonization, Indigeneity and Interculturalism
(Sprache: Englisch)
'... an important read for educators, administrators and policy makers...a very welcome addition to studies of decolonial education and the poetics and politics of educational futurity.'
-George J. Sefa Dei, Professor of Social Justice Education,...
-George J. Sefa Dei, Professor of Social Justice Education,...
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'... an important read for educators, administrators and policy makers...a very welcome addition to studies of decolonial education and the poetics and politics of educational futurity.'
-George J. Sefa Dei, Professor of Social Justice Education, University of Toronto, Canada
'...an important read for those working and researching in anti-oppressive education...challenges us to engage critically with the theory and practice of culturally responsive pedagogy as it aims to reform and reorient teacher education as a transgressive space.'
-Jennifer Tupper, Dean, Faculty of Education, University of Regina, Canada
Autoren-Porträt
Fatima Pirbhai-Illich is Associate Professor and Chair of the Language and Literacy Education Department at the University of Regina, Saskatchewan, Canada. Her research focuses on critical multicultural literacy education for marginalised and disenfranchised youth.
Shauneen Pete is Associate Professor in the Faculty of Education at the University of Regina, Saskatchewan, Canada and a nehiyaw (Cree) woman from Little Pine First Nation, Saskatchewan, Canada.
Fran Martin works in Initial Teacher Education at the University of Exeter, UK. Her research interests are global education and intercultural learning.
Bibliographische Angaben
- 2017, 1st ed. 2017, 261 Seiten, Englisch
- Herausgegeben: Fatima Pirbhai-Illich, Shauneen Pete, Fran Martin
- Verlag: Springer-Verlag GmbH
- ISBN-10: 3319463284
- ISBN-13: 9783319463285
- Erscheinungsdatum: 03.03.2017
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- Grösse: 8.23 MB
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Sprache:
Englisch
Pressezitat
“This book brings together a broad range of educators from different countries and of different racialised identities to examine culturally responsive pedagogy in teacher education. … This book will be of interest to teacher educators and to teachers, researchers and students interested in critical pedagogy and culturally responsive pedagogy.” (Darren Chetty, Educational Review, Vol. 70 (04), 2018)“The book is well worth reading – and not only by teacher educators and pre-and in-service teachers; it is a welcome addition to the literature that addresses decoloniality at all levels of education. … the book will be of significant interest to those who are engaging with decolonistation of the curriculum – in any context – and is recommended highly.” (Sheila Trahar, Compare A Journal of Comparative and International, September, 2017)
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