Continuity, Complexity, and Change: Teacher Education in Mauritius

Continuity, Complexity, and Change: Teacher Education in Mauritius will appeal to audiences with varied interests: those with concern for the ways in which higher education is evolving in the face of global forces; others with a keen eye for how narrative methodology is developing in contexts different from what is dominant in the current literature; and, perhaps, even more to those who are interested in what influences the direction and outcomes of collaborative institutional ventures. It is about the complex choices professionals in education make to reconcile the conflicting demands of continuity and change at the personal, institutional, and systemic levels.

The book capitalizes on the narratives of twelve participants as they navigate their professional journeys, drawing on the thickness of their experience to ask critical questions about how teacher educators construct themselves in the face of the multiple challenges which have come to characterize the world of higher education. At the heart of this work sits a desire for a re-articulation of the nature of what it means to teach teachers, for self-understanding, and for the reclaiming of agency institutionally and individually. As states increasingly capitulate to the agenda of corporate managerialism, this book paints a complex canvas of voices emerging from the past, the present, and the future possibilities for collective and creative reconstruction in higher education.

Liberal Education in Japan: Deweyan Experiments

The Japanese liberal education movement, which flourished during the years 1915-30, was a spontaneous upsurge of experimentation with new methods of teaching, many of which resembled the ideas of John Dewey. This book, the first work in English about the movement, is notable because it discusses Japanese liberal education in the light of Dewey’s educational theories. After tracing the historical and social context of the movement, it describes the ideas and practices of Oikawa Heiji and Hani Motoko, two of the most prominent educators, and those of other important educational figures. The book illustrates the similarities and differences between these ideas and practices and those recommended by Dewey.

Diversity in the College Classroom: Knowing Ourselves, Our Students, Our Disciplines

Diversity in the College Classroom is a collection of first-person narratives by multi-disciplinary faculty at the most racially diverse campus in the University of Wisconsin System. It reveals the complex, interior lives of college professors: how their experiences inform their teaching, relationships with students, and experimentation with innovative pedagogical approaches. All of the writers completed UW-Parkside’s Summer Institute: Infusing Diversity into the Curriculum. The starting point was looking within.

"Recent events at colleges and universities across the country have demonstrated that our campuses are fraught with tension around race, ethnicity, immigrant status, gender, sexuality, and all forms of perceived difference. Diversity in the College Classroom is a smart and timely response to how we ensure that ALL students are included and accepted at the college or university of their choice. Hopefully, faculty, administrators, and staff will make it a must read.” -Gloria Ladson-Billings, School of Education, University of Wisconsin-Madison; author of Beyond the Big House and The Dreamkeepers

“This book is for postsecondary educators who are willing to take their masks off and confront themselves in a spirit of revolutionary self-reflection in the very same manner as the contributors to this volume…. the authors’ willingness to publicly check themselves, as they invite their learners to do the same in a spirit of mutual solidarity, is incredible.” -René Antrop-González, Metropolitan State University; author of Schools as Radical Sanctuaries

“The counternarratives included in this book reveal the profound difference between teaching from a discipline and teaching from the heart. At a time when educators are beleaguered and dispirited, you will be as heartened as I am by these stories of courage and renewal.” —Parker J. Palmer, Center for Courage & Renewal; author of The Courage to Teach, Healing the Heart of Democracy, and several other books