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What Teachers Need to Know: Topics in Diversity and Inclusion

Etherington, Matthew
Wipf and Stock Publishers
LC1200.W46 2017
Topics: Teaching Diverse Students

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Every generation has sought to make teaching and learning more inclusive and equitable, but pesky questions always remain, such as, how can teaching and learning be conducted in ways that satisfies and respects everyone? What are the parameters of an inclusive pedagogy? Who defines its principles? How should these principles be taught and by whom? And by what authority shall they be grounded? These types of thorny questions occupy the essence of educators and the authors of this book. This book is about teachers, educators, and topics related to inclusion. Teachers and educators have a lot to know, therefore the topics are broad and relevant to the times. What should teachers know about special needs, religion and spirituality, Aboriginality, the environment, tolerance, and school choice? Although teachers have knowledge of their subject matter, knowledge alone is not sufficient. They must know and understand how people learn. A teacher must also care deeply about who they teach. And this "teacher knowledge" grows and changes over time as teachers become more experienced, informed, skilled, and wiser. At the same time no teacher preparation will be sufficient because there will always be discussions that were never had and knowledge that was never shared. Time has its costs and there is only so much a formal education can prepare someone. This book helps to satisfy a cavity in learning for teachers and educators in general. (From the Publisher)

Table Of Content:
Introduction: Education for All by Matthew Etherington

Part One: Ethics
ch 1. Family Pedagogy: (Re)claiming a Topic of Inclusion for Teacher Education (Sherick Hughes)
ch 2. A Role for Teachers and Teacher Education in Developing InclusivePractice (Martyn Rouse)
ch 3. Achieving Culturally Sensitive Education with Faith-Informed Discourse (Jonathan Anuik)
ch 4. Toward an Ecologically Informed Paradigm in Thinking about Educational Reforms (Chet Bowers)
ch 5. Self-Worth and Meaning-Oriented Education (Eva Maria Waibel)
ch 6. Uncritical Critical Thinking in Teaching and Learning: Smashing Down “Old” Ways of Thinking (Matthew Etherington)
ch 7. Universities, Higher Education, and Ideological Diversity: Insights from Moral Foundations Theory (James Dalziel)

Part Two: Inclusion and Teacher Management
ch 8. The Benefits of Choice in Education: A Canadian Perspective (Peter J. Froese)
ch 9. Full Inclusion and Learners with Exceptional Needs: Educational Ideology vs. Practical Pedagogy (Ken Pudlas)
ch 10. Building Resilience in Children in Relation to Bullying, Discipline, and Classroom Management (Lucinda Spaulding)
ch 11. Education and Mental Health: A Parent Perspective (Karen Copeland)
ch 12. Between Strangers and Friends: Toward a Theory of Hospitality, Reciprocity, and Respect for Difference in “Special Needs” Education (Bruce Shelvey)
ch 13. The Teacher’s Authority (Ken Badley)

Part Three: Worldview and Story
ch 14. Worldview Inclusion in Public Schooling (John Valk)
ch 15. What Teachers Need to Know about Tolerance (Matthew Etherington)
ch 16. Experience, Education, and Story: A Transcultural Teacher Narrative (Edward R. Howe)
ch 17. Considering the Nature of Science and Religion in Science Education (Adam Forsyth)
ch 18. Epistemology, Religion, and the Politics of Inclusion in OntarioPublic Education (Leo Van Arragon)
ch 19. The Reconception of Story in Children’s Picture Books: Will AnyStory Do? (Christina Belcher)
ch 20. Inclusion and Playing in the In-Between (Cynthia . Beckett)
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