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Zusatztext If you are looking for an anthology that brings together a powerful set of essays by leading theorists of race, identity struggles, power, and privilege in education, under the new and exciting Disruptive Learning Narrative Framework , this is it! This must read book is a thought-provoking and intellectually stimulating transnational case study and analysis of racialized student teachers talking about and doing teaching at overseas institutions. Informationen zum Autor Manu Sharma is Assistant Professor of Education at Thompson Rivers University, Canada. She is co-editor, with Amanda Zbacnik, of Educators for Diverse Classrooms: A Case Study Approach to Equity and Inclusion in Education (2020). Andrew Allen is Associate Professor in the Faculty of Education and Anti-Racism Pedagogies Teaching Leadership Chair at the University of Windsor, Canada. He is co-author, with Patrick Solomon, Jordan Singer, Arlene Campbell and John Portelli, of Brave New Teachers: Doing Social Justice Work in Neoliberal Times (2011). Awad Ibrahim is Air Canada Endowed Professor in Anti-Racism at the University of Ottawa, Canada. He is the author of Black Immigrants in North America: Essays on Race, Immigration, Identity, Language, Hip-Hop, Pedagogy, and the Politics of Becoming Black (2020). Klappentext Written by scholars and educators based in Canada and the USA, this book articulates and implements a new cutting-edge theoretical framework entitled the disruptive learning narrative (DLN). The contributing authors analyze their experiences with international service learning students using DLN to uncover important lessons about race relations, power and privilege. They offer fresh insight on how DLN is useful in understanding and unpacking controversial teaching moments abroad and provide further reflections on how others can adapt the DLN framework to meet the contextual needs of their international educational experience. The chapters offer case studies and learning from international service learning and study abroad programs in Canada, China, Columbia, Cuba, Kenya, Tanzania, and the USA. The book provides essential knowledge and insights for educators who wish to address the inherent messiness and complexity of international experiences. It will help educators and researchers to better understand the controversial and sensitive issues of race relations, power and privilege dynamics. Vorwort Introduces disruptive learning narrative (DLN) framework as a new theoretical tool that helps post-secondary educators unpack issues of race relations, power and privilege in the context of international service learning. Zusammenfassung Written by scholars and educators based in Canada and the USA, this book articulates and implements a new cutting-edge theoretical framework entitled the disruptive learning narrative (DLN). The contributing authors analyze their experiences with international service learning students using DLN to uncover important lessons about race relations, power and privilege. They offer fresh insight on how DLN is useful in understanding and unpacking controversial teaching moments abroad and provide further reflections on how others can adapt the DLN framework to meet the contextual needs of their international educational experience. The chapters offer case studies and learning from international service learning and study abroad programs in Canada, China, Columbia, Cuba, Kenya, Tanzania, and the USA. The book provides essential knowledge and insights for educators who wish to address the inherent messiness and complexity of international experiences. It will help educators and researchers to better understand the controversial and sensitive issues of race relations, power and privilege dynamics. Inhaltsverzeichnis List of IllustrationsList of ContributorsAcknowledgementsIntroduction, Manu Sharma (Thompson Riv...
