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Embracing Complexity and Innovation in an Era of Globalization: Lessons from Diversity Conceptualizations and Multicultural Teacher Preparation
Abstract
As globalization changes the characteristics of 21st century learners and the learning process itself, it is paramount to discover alternatives to streamlining, rewarding, and comparing talent in a few narrow standardized directions. Supporting the full potential of today's learners entails cultivating globally minded educators committed to exploring evolving meanings of diversity and gleaning from global complexities in nurturing fulfilled lifelong learners. This chapter contributes to forging global practitioner and researcher relationships by examining (a) how diversity is conceptualized by teacher candidates and teacher educators, (b) how Multicultural Teacher Preparation (MTP) is practiced across international settings, and (c) how policy shapes both perceptions of diversity and MTP practices. Findings show international diversity conceptualizations as narrow and complex, and MTP practices as primarily novel or established. Implications call for initiating innovative international collaborations in teacher preparation to explore complex, evolving definitions of diversity shaped by global and local discourses, and learning from each other about what is important and effective across international settings (Darling-Hammond & Lieberman, 2011).
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