Dr. Cristyne Hébert, co-Editor of Internationalizing Curriculum Studies: Histories, Environments, and Critiques, is an Assistant Professor in the Faculty of Education at the University of Regina.
Abstract: How do we internationalize that which is deeply provincial and national? Situating our focus on and interest squarely within curriculum studies, how do we internationalize without imperializing or imposing old, colonial, and so-called “First World” conceptualizations of education on teaching, learning, and curriculum? Let us not anticipate simple answers to such complex questions. Being under no illusion that we hold Solomonic wisdom, we editors turned to the wisdom of others. A curricular response to such pedagogical questions is this edited volume. Download at https://link.springer.com/content/pdf/10.1007%2F978-3-030-01352-3.pdf
This book is a collection of narratives from a diverse array of science education researchers that elucidate some of the difficulties of becoming a science education researcher and/or science teacher educator, with the hope that through solidarity, commonality, and “telling the story”, justice-oriented science education researchers will feel more supported in their own journeys. Being a scholar and teacher that sees science education as a space for justice, and thinking/being different, entry into this disciplinary field often comes with tense moments and personal difficulties.
The chapter authors of this book break into many painful, awkward, and seemingly nebulous…read more
Written by our dean, Dr. Jerome Cranston, for practicing teachers and administrators, teacher candidates, and scholars who work in the fields of pre-service and in-service teacher education, Beyond the Classroom Walls: Teaching in Challenging Social Contexts provides a richly descriptive, research-based inside-look at formal education in some challenging international socio-political and ethno-cultural settings. Based on data from three ethnographic studies conducted over a three-year period, this book illustrates the daily challenges and complexities that educators face in trying to meet the needs of their students in some the world’s more challenging contexts. In an era of increased forced migration and refugee resettlement, supporting teachers’ and school-based administrators’ global understandings of the teaching profession and what constitutes teaching is a vital first step in being able to relate with a diverse school population whose experiences of schooling are quite different from the majority of their teachers.