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Inclusion and Teacher Education
Historically, inclusive education developed as a reaction to the exclusion of students of minoritized identity groups marked by race, language, sexual orientation, disability, etc. Our position in this series is that inclusion can and should be more. It can be understood as embracing and planning for difference, building relationships across difference, teaching and learning that acknowledges and supports difference while also minimizing the use of identity categories as the foundation for arguments about inclusion. In other words, the silos of educational discourse based on identity categories need to be broken down, little by little, to reconceptualize inclusion as just, compassionate, and creative ways of living, teaching, and learning in a complex and diverse world. Inclusive teaching depends on deeply respectful relationships between teachers, students, and community members. Books in the series must make clear connections between theory and practice. Both are necessary ingredients for inclusion. This series will help teacher educators prepare teachers to be knowledgeable and skillful in teaching all students, regardless of their differences. Historically, inclusive education developed as a reaction to the exclusion of students of minoritized identity groups marked by race, language, sexual orientation, disability, etc. Our position in this series is that inclusion can and should be more. It can be understood as embracing and planning for difference, building relationships across difference, teaching and learning that acknowledges and supports difference while also minimizing the use of identity categories as the foundation for arguments about inclusion. In other words, the silos of educational discourse based on identity categories need to be broken down, little by little, to reconceptualize inclusion as just, compassionate, and creative ways of living, teaching, and learning in a complex and diverse world. Inclusive teaching depends on deeply respectful relationships between teachers, students, and community members. Books in the series must make clear connections between theory and practice. Both are necessary ingredients for inclusion. This series will help teacher educators prepare teachers to be knowledgeable and skillful in teaching all students, regardless of their differences. Historically, inclusive education developed as a reaction to the exclusion of students of minoritized identity groups marked by race, language, sexual orientation, disability, etc. Our position in this series is that inclusion can and should be more. It can be understood as embracing and planning for difference, building relationships across difference, teaching and learning that acknowledges and supports difference while also minimizing the use of identity categories as the foundation for arguments about inclusion. In other words, the silos of educational discourse based on identity categories need to be broken down, little by little, to reconceptualize inclusion as just, compassionate, and creative ways of living, teaching, and learning in a complex and diverse world. Inclusive teaching depends on deeply respectful relationships between teachers, students, and community members. Books in the series must make clear connections between theory and practice. Both are necessary ingredients for inclusion. This series will help teacher educators prepare teachers to be knowledgeable and skillful in teaching all students, regardless of their differences.
7 publications
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Tradition - Reform - Innovation
Studien zur Modernität des MittelaltersDie Buchreihe "Tradition - Reform - Innovation" widmet sich Forschungsergebnissen zur Modernität des Mittelalters aus dem Fachbereich der Geschichte. Die Herausgeber sind Professor Nikolaus Staubach und Professor Bernd Roling. Die Reihe umfasst Monographien und Sammelbände. Die Forschungsschwerpunkte der Reihenherausgeber, die sich auch in der Reihe spiegeln, liegen u. a. auf den Formen und Funktionen öffentlicher Kommunikation, der Hofkultur und Herrscherrepräsentation sowie der politischen Theorie im Mittelalter.
16 publications
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Change in Teaching and Learning
©2014 Edited Collection -
Teacher’s Personality and Professionalism
©2010 Edited Collection -
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Professional Training of Singers and Teachers of Singing
A Comparative Study of Selected Vocal Performance and Pedagogy Programs in the United States of America and the Federal Republic of Germany©2007 Thesis -
Respectable Professionals
The Origins of the Liberal Professions in Nineteenth-Century Spain©2022 Edited Collection -
Building a Research-Rich Teaching Profession
The Promises and Challenges of Doctoral Studies as a Form of Teacher Professional Development©2021 Monographs -
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Managing Work and «The Rest of Life»
The Role of Formal and Informal Demands and Resources for the Work-Life Conflict of Professionals©2013 Thesis -
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Teaching English in Chile
A Study of Teacher Perceptions of their Professional Identity, Student Motivation and Pertinent Learning Contents©2013 Thesis -
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Quiet Wisdom
Teachers in the United States and England Talk about Standards, Practice and Professionalism©2006 Textbook -
Trusting Schools and Teachers
Developing Educational Professionalism Through Self-Evaluation©2008 Textbook -
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Developing Emotionally Competent Teachers
Emotional Intelligence and Pre-Service Teacher Education©2012 Monographs -
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Desegregating Teachers
Contesting the Meaning of Equality of Educational Opportunity in the South post <i>Brown</i>©2012 Textbook -
Prophets, Paupers or Professionals?
A Social History of Everyday Visual Artists in Modern Germany, 1850–Present©2003 Monographs -
Teaching Teachers With Theater!
Performance Training & Tactics for Classroom Teachers©2018 Textbook -
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Lillian de Lissa, Women Teachers and Teacher Education in the Twentieth Century
A Transnational HistoryMonographs