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Based on new research data, with a 135-teacher study over 8 countries, this book challenges the assumption that all teachers automatically have the expertise to teach cultural understanding and argues, instead, that there is the need for teachers to acquire transcultural expertise to teach cultural understanding effectively in the present age, rather than depending on current multicultural and intercultural approaches.
By outlining a new model to teach cultural understanding that is appropriate and relevant, this volume focuses on the expertise of teachers to address this gap in current teaching practice. Using the framework of education in Britain and its former empire, this book traces the role that teachers have played in teaching cultural understanding throughout history, and then uses the results of a recent international research project to outline recommendations for teacher education and professional learning that both develop and enhance the ability of teachers to address cultural understanding effectively in their work.
Transculturalism and Teacher Capacity: Professional Readiness in the Globalised Age is the perfect resource for any researcher, school leader and educational administrator, or those interested in education that prepares teachers to meet the demands of the profession in the current age.
List of contents
1. Teaching for Cultural Difference: a temporal and spatial reflection; 2. Cultural Understanding and Teaching Expertise: A Glimpse through British Time and Place; 3. Cultural Education for the Globalised Age; 4. Cultural Education in Current Policy and Practice: a selective critique; 5. Measuring Transcultural Capacity in Teachers; 6. Transcultural Capacity of Teachers: a comparative analysis; 7. Building Transcultural Capacity in Teachers: implications for teacher education and professional learning; Index
About the author
Niranjan Casinader is Senior Lecturer in the Faculty of Education at Monash University, Australia.
Summary
This book challenges the assumption that all teachers have the expertise to teach cultural understanding and argues instead, that there is the need for teachers to acquire transcultural expertise to teach cultural understanding effectively in the present age, rather than depending on current multicultural and intercultural approaches.
