Kitchen, J., Tidwell, D., & Fitzgerald, L. (Eds.). (2016). Self-study and diversity II: Inclusive teacher education for a diverse world. Rotterdam, the Netherlands: Sense.

Self-Study and Diversity II: Inclusive Teacher Education for a Diverse World, edited by Julian Kitchen, Deborah Tidwell, and Linda Fitzgerald, begins by drawing the reader in with a look at the history of research in self-study and diversity. As a follow-up to the first volume, this edition fills a current gap in the literature by combining perspectives from minoritized teacher educators with their self-studies in teacher education. In looking at self-study through a social justice lens, the themes of “identity, equity, diversity, social justice, inclusion, and access” are foregrounded (p. 3). The topics brought forth by the editors and authors are timely issues in the teacher education field.

The teacher educators in this volume narrate their self-study journeys in relation to the dominant epistemologies that permeate their professional practice. Their educational settings are diverse, from the United States to the United Arab Emirates, and they employ a wide range of methodologies and pedagogical techniques. Yet their narratives are bound across multiple contexts by their common dilemma of moving toward inclusive teacher education.

The greatest strength of this book is the compelling narratives written by the authors. The participatory action research approach employed by Rosa Mazurett-Boyle invites readers to hear testimonios from Latin@ world language teachers as they struggle to incorporate their students’ funds of knowledge in the state curriculum. In Diana H. Cortez-Castro’s account of her vivencias, readers will feel as though they are walking alongside her as she deftly describes her hybrid identities as aMexicana doctoral student and teacher educator.

These well-organized and cohesive narratives help bring the self-study methodology to life. The strongest chapters link their findings back to theory, with clear-cut data examples describing how the authors’ transformative insights emerged. For example, Daisy Pillay and Kathleen Pithouse-Morgan share the process in which they navigate the challenges of implementing visual and arts-based methodologies in teacher education in South Africa. Their engagement with aesthetic memory work is made transparent to readers through the conversations and poetry from their journey. Chatree Faikhamta roots his self-study in Shulman’s (1986) Pedagogical Content Knowledge and explores the contrast between constructivist-based teaching and the positivist pedagogical style found in Thai teacher education. Tara Ratnam eloquently weaves between the tensions she shares with her practitioner colleague and the theoretical frameworks (adult cognitive development, sociocultural perspectives) that structure their collaboration as her colleague makes the transition to researcher.

By giving a voice to diverse teacher educators, this book provides a broad representation of perspectives on self-study in teacher education. Because self-study is a growing area of research in education, Self-Study and Diversity II: Inclusive Teacher Education for a Diverse World is a relevant contribution to the field. The authors’ counterstories will appeal to teacher educators and preservice teachers alike.

References

Kitchen, J., Tidwell, D. & Fitzgerald, L. (Eds.). (2016). Self-study and diversity II: Inclusive teacher education for a diverse world. Rotterdam, The Netherlands: Sense Publishers.

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

Megan DeStefano is a doctoral candidate in the Applied Linguistics and Language Education program at the University of Maryland, College Park. Her primary areas of research related to the teaching and learning of English Language Learners are teacher collaboration and novice teacher preparation. She is a former elementary ESOL teacher.