<p>The authors of this book – teachers of foundation courses to pre-service and in-service teachers in Canada, Israel, and the United States – use culturally heterogeneous settings as points of departure for inquiry and cross-cultural encounters of difference, and illuminate how, among people of differing ethnic, religious, socio-economic, political, ideological, and gendered backgrounds, the telling of experiential stories can shift personally and culturally polarized positions. Key in the work documented here is the encouragement of narrative rather than argumentative modes of expression: the instructors found inquiry more likely to stay alive when they were able to access and incorporate both the mutual interest of and the personal tensions between their students. The book illustrates how personal dynamics can subtly move individual inquiry forward, and help alleviate animosity and polarization.</p>

Shifting Polarized Positions: A Narrative Approach in Teacher Education (Complicated Conversation)

Education & Teaching

Conle, Carola

Li, Xin

Elbaz-Luwisch, Freema

Higher & Continuing Education

Peter Lang Inc., International Academic Publishers

<p>In this book, we demonstrate a mode of teacher education that is practical in a non-technical sense and relies on Dewey's notion of curriculum as the reconstruction of experience. We present a curriculum that emerged through collaborative self-reflection and seeks to reconstruct personal histories of schooling. As four former preservice teachers and their instructor, we engaged in jointly constructed autobiographical inquiry in order to generate data on our own past and on our current histories of teaching and learning. We wanted to illuminate parts of our lives in schools that until now belonged to our 'normal' and taken-for-granted past. We did this in order to enjoy certain degrees of awareness and choice as to which of our living stories to reinforce and which to let run out in our classrooms today.</p>

Teacher's Stories, Teacher's Lives

Pinet, Michele

Hoffman, Robin

Teoli, Loreen

Totaro, Joseph

Schools & Teaching

Nova Science Pub Inc

Times of transition can be viewed as times of crisis - epistemologically, morally and socially. They also can come to be seen as fortuitous junctures where the impossibility of preserving old patterns gives rise to a leap into new, productive configurations. In the teaching and learning situations presented here, it is assumed that such a leap is possible among members of a pluralist society. Diversity must work as an asset rather than a liability for minority as well as mainstream candidates. The curriculum needs to be inquiry-based and should be engaging emotionally and imaginatively, as well as intellectually.

The Asset of Cultural Pluralism: An Account of Cross-Cultural Learning in Pre-Service Teacher Education

Blanchard, Dan

Burton, Karen

Higgins, Arlene

Kelly, Mei

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