Crossing Borders: Reflections on the Professional Journey of a Teacher Educator in Diaspora

Autor/in	Amobi, Funmi A.
Titel	Crossing Borders: Reflections on the Professional Journey of a Teacher Educator in Diaspora
Quelle	In: Intercultural Education, 15 (2004) 2, S.167-178 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
Schlagwörter	Cultural Pluralism; Teacher Education Programs; Teacher Educators; Schools of Education; Preservice Teacher Education + Suchen Sie Ihr Suchwort? Kulturpluralismus; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Erziehungswissenschaftliche Fakultät; Lehramtsstudiengang
Abstract	Teacher education programs endeavor to prepare pre-service teachers to teach in culturally diverse classrooms. These days, the canon of the teacher education field includes more than cursory attention to cultural diversity: the aspiration of sensitizing the awareness of neophytes to the variegated dimensions of diversity which define their prospective students is constantly featured as one of the central themes in the mission statements of many colleges of education. Infusing cultural diversity in teacher education can be informed by the experiences of foreign-born scholars in the field: the way these scholars have shaped their academic communities and how the scholars themselves have been shaped by those communities. In this self-exploratory paper, a foreign-born and bred teacher educator reflects on her pathway to academia in the USA, the cultural principles and intellectual tools that prepared her to cross literal and metaphoric borders, the bumps and triumphs along the way, and the symbiotic impact of her border-crossing. (Author).
Anmerkungen	Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10