Abstract
The concept of learning is often commensurate with the premise of change: a change in attitude, perception, behavior, or knowledge. Many future educators enter initial teacher education programs with the intent of “making a change” or “making a difference” in the lives of young people. Yet as Solomon and Levine-Rasky (2003) argued, “there is a gap between the hopes for equity in education and the realization of equity in actual outcomes” (p. 41). Some types of change require more of us and our institutions than others, particularly when the “change” has direct implications in terms of the power of the dominant group. The change required, or that occurs, for those from the dominant group does not come with the degree and type of emotional burden that is the case for racialized immigrants who must bear the burden of microaggressions and who take on the work of “educating” their White peers. The former is more likely to be rewarded for transformations in their consciousness than racialized immigrants who must do the emotional work of educating their peers, teachers, principals, and yes, even professors. This chapter explores the question: In what ways can the insights of those positioned as “Other” impact the instructor’s creation of assignments and coursework for future teachers to teach for and about diversity and inclusion?
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Notes
- 1.
All names are pseudonyms.
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Cho, C.L. (2019). Listening to Counter-Stories: Enacting Diversity and Inclusion. In: Kariwo, M., Asadi, N., El Bouhali, C. (eds) Interrogating Models of Diversity within a Multicultural Environment. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-03913-4_4
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