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Envisioning new ways of knowing : toward a shared vision of multicultural teacher education through collective self-study

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dc.contributor Háskóli Íslands
dc.contributor University of Iceland
dc.contributor.author Gísladóttir, Karen Rut
dc.contributor.author Óskarsdóttir, Gunnhildur
dc.date.accessioned 2020-11-05T12:11:32Z
dc.date.available 2020-11-05T12:11:32Z
dc.date.issued 2020
dc.identifier.citation Gísladóttir, K. R. & Óskarsdóttir, G. (2020). Envisioning New Ways of Knowing: Toward a Shared Vision of Multicultural Teacher Education through Collective Self-Study. In C. Edge, A. Cameron-Standerford, & B. Bergh (Eds.), Textiles and Tapestries. EdTech Books. Retrieved from https://edtechbooks.org/textiles_tapestries_self_study/chapter_104
dc.identifier.uri https://hdl.handle.net/20.500.11815/2168
dc.description.abstract This research explores a cooperative self-study project that 14 university-based teacher educators at the University of Iceland participated in for two years. The study aimed to develop a dialogic space that would mobilize teachers’ diverse experiences and perspectives to build a framework for multicultural teacher education. The teacher educators engaged in self-study to understand in what ways (if any) dialogue could aid their understandings of how their cultural backgrounds influence their work as teacher educators. Specifically, teacher educators sought to understand how this dialogic space could allow them to problematize and rethink teacher education collectively. The data collected included focus group interviews, self-interviews, and audio-recordings of meetings. Artbased analysis methods via the co-construction of sculptures and poems were used to create a dialogic space (Freire, 1970) which helped teacher educators develop a shared agenda for collective transformation. Ultimately, this inquiry heightened participants’ awareness of the complex process of negotiating a shared platform beyond theoretical and disciplinary boundaries, one that could help them align and (re)commit themselves to educate teachers in ways that prioritize equity and justice (Zeichner, 2018; Kitchen et al., 2016).
dc.language.iso en
dc.publisher EdTech Books
dc.relation.ispartofseries Textiles and Tapestries;
dc.rights info:eu-repo/semantics/openAccess
dc.subject Self-study
dc.subject Teacher education
dc.subject Multicultural education
dc.subject Starfendarannsóknir
dc.subject Kennaramenntun
dc.subject Fjölmenningarleg kennsla
dc.title Envisioning new ways of knowing : toward a shared vision of multicultural teacher education through collective self-study
dc.type info:eu-repo/semantics/bookPart
dcterms.license CC BY NC ND 4.0
dc.description.version Edited
dc.identifier.journal Textiles and tapestries: self-study for envisioning new ways of knowing
dc.relation.url https://edtechbooks.org/pdfs/print/textiles_tapestries_self_study/chapter_104.pdf
dc.contributor.school School of Education (UI)
dc.contributor.school Menntavísindasvið (HÍ)

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