References
- Allen, A., Hancock, S. D., Starker-Glass, T., & Lewis, C. W. (2017). Mapping culturally relevant pedagogy into teacher education programs: A critical framework. Teachers College Record, 119(1), 1–26. https://doi.org/10.1177/016146811711900107
- Anderson, G. L., & Herr, K. (1999). The new paradigm wars: Is there room for rigorous practitioner knowledge in schools and universities? Educational Researcher, 28(5), 12–40. https://doi.org/10.2307/1176368
- Aronson, B., & Laughter, J. (2016). The theory and practice of culturally relevant education: A synthesis of research across content areas. Review of Educational Research, 86(1), 163–206. https://doi.org/10.3102/0034654315582066
- Asher, N. (2002). Class acts: Indian American high school students negotiate professional and ethnic identities. Urban Education, 37(2), 267–295. https://doi.org/10.1177/0042085902372006
- Bennett, M. J. (2004). Becoming interculturally competent. In J. Wurzel (Ed.), Toward multiculturalism: A reader in multicultural education (Vol. 2, pp. 62–77). Intercultural Resource Corporation.
- Berry, A. (2007). Tensions in teaching about teaching: Understanding practice as a teacher educator (Vol. 5). Springer Science & Business Media.
- Bertrand, S. K., & Porcher, K. (2020). Teacher educators as disruptors redesigning courses in teacher preparation programs to prepare white preservice teachers. Journal of Culture and Values in Education, 3(1), 72–88. https://doi.org/10.46303/jcve.03.01.5
- Bissonnette, J. D. (2016). The trouble with niceness: How a preference for pleasantry sabotages culturally responsive Teacher preparation. Journal of Language & Literacy Education, 12(2), 9–32.
- Borman, K. M. (1990). Foundations of education in teacher education. In W. R. Houston (Ed.), Handbook of research on teacher education: A project of the association of teacher educators (pp. 393–402). Macmillan.
- Brandenburg, R., & McDonough, S. (2017). Using critical incidents to reflect on teacher educator practice. In R. Brandenburg, K. Glasswell, M. Jones, & J. Ryan (Eds.), Reflective theory and practice in teacher education (pp. 223–236). Springer.
- Braun, V., & Clark, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
- Bullough, R. V., Jr. (2008). Teaching and reconsidering the social foundations of education: A self-study. Studying Teacher Education, 4(1), 5–15. https://doi.org/10.1080/17425960801976206
- Campbell, J. L., Quincy, C., Osserman, J., & Pedersen, O. K. (2013). Coding in-depth semistructured interviews: Problems of unitization and intercoder reliability and agreement. Sociological Methods & Research, 42(3), 294–320. https://doi.org/10.1177/0049124113500475
- Cao, C., Zhu, C., & Meng, Q. (2018). Chinese international students’ coping strategies, social Support resources in response to academic stressors: Does heritage culture or host context matter? Current Psychology, 40(1), 1–11. https://doi.org/10.1007/s12144-018-9929-0
- Chiang, P. P. (2020). Anti-Asian racism, responses, and the impact on Asian Americans’ lives: A social-ecological perspective. In J. M. Ryan (Ed.), COVID-19 Volume II: Social consequences and cultural adaptations (pp. 215–229). Routledge.
- Chu, L. (2017). Little soldiers: An American boy, a Chinese school and the global race to achieve. Hachette UK.
- Cochran-Smith, M. (2000). Blind vision: Unlearning racism in teacher education. Harvard Educational Review, 70(2), 157–190. https://doi.org/10.17763/haer.70.2.e77x215054558564
- Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance: Practitioner research for the next generation. Teachers College Press.
- Cochran-Smith, M., Shakman, K., Jong, C., Terrell, D. G., Barnatt, J., & McQuillan, P. (2009). Good and just teaching: The case for social justice in teacher education. American Journal of Education, 115(3), 347–377. https://doi.org/10.1086/597493
- Curry, M. (2008). Critical friends groups: The possibilities and limitations embedded in teacher professional communities aimed at instructional improvement and school reform. Teachers College Record, 110(4), 733–774. https://doi.org/10.1177/016146810811000401
- DeJaeghere, J. G., & Cao, Y. (2009). Developing US teachers’ intercultural competence: Does professional development matter? International Journal of Intercultural Relations, 33(5), 437–447. https://doi.org/10.1016/j.ijintrel.2009.06.004
- DiAngelo, R. (2006). The production of whiteness in education: Asian international students in a college classroom. Teachers College Record, 108(10), 1960–1982. https://doi.org/10.1111/j.1467-9620.2006.00771.x
- Dinkelman, T. (2003). Self-study in Teacher education. Journal of Teacher Education, 54(1), 6–18. https://doi.org/10.1177/0022487102238654
- Dittmer, L. (2004). Taiwan and the issue of national identity. Asian Survey, 44(4), 475–483. https://doi.org/10.1525/as.2004.44.4.475
- Donnell, K. (2010). Learning to Teach: A self-study of a new teacher educator’s introductory education course. Studying Teacher Education, 6(3), 227–234. https://doi.org/10.1080/17425964.2010.518493
- Dotts, B. (2013). Schooling in the ‘Iron Cage’ and the crucial role of interpretive, normative, and critical perspectives in social foundations studies. Educational Studies, 49(2), 148–168. https://doi.org/10.1080/00131946.2013.767257
- Dudley-Marling, C. (2015). The resilience of deficit thinking. The Journal of Teaching and Learning, 10(1), 1–12. https://doi.org/10.22329/jtl.v10i1.4171
- Eisner, E. W. (2002). The educational imagination: On the design and evaluation of school programs (3rd ed.). Merrill Prentice Hall.
- Erickson, F. (1986). Qualitative methods in research on teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching: A project of the American Educational Research Association (3rd ed., pp. 119–161). Macmillan.
- Fenstermacher, G. D. (2007). Teaching educational foundations: Multiple explorations of pedagogy in teacher education. The New Educator, 3(2), 95–102. https://doi.org/10.1080/15476880701309807
- Flynn, J. E., Worden, L. J., & Rolón-Dow, R. (2018). The responsibilities of white teacher candidates and teacher educators in developing racial literacy. Multicultural Perspectives, 20(4), 240–246. https://doi.org/10.1080/15210960.2018.1527156
- Galman, S., Pica-Smith, C., & Rosenberger, C. (2010). Aggressive and tender navigations: Teacher educators confront whiteness in their practice. Journal of Teacher Education, 61(3), 225–236. https://doi.org/10.1177/0022487109359776
- Gay, G. (2015). The what, why, and how of culturally responsive teaching: International mandates, challenges, and opportunities. Multicultural Education Review, 7(3), 123–139. https://doi.org/10.1080/2005615X.2015.1072079
- Gay, G., & Howard, T. C. (2000). Multicultural teacher education for the 21st century. The Teacher Educator, 36(1), 1–16. https://doi.org/10.1080/08878730009555246
- Gay, G., & Kirkland, K. (2003). Developing cultural critical consciousness and self-reflection in preservice teacher education. Theory into Practice, 42(3), 181–187. https://doi.org/10.1207/s15430421tip4203_3
- Goodwin, A. L., Smith, L., Souto-Manning, M., Cheruvu, R., Tan, M. Y., Reed, R., & Taveras, L. (2014). What should teacher educators know and be able to do? Perspectives from practicing teacher educators. Journal of Teacher Education, 65(4), 284–302. https://doi.org/10.1177/0022487114535266
- Gover, A. R., Harper, S. B., & Langton, L. (2020). Anti-Asian hate crime during the COVID-19 pandemic: Exploring the reproduction of inequality. American Journal of Criminal Justice, 45(4), 647–667. https://doi.org/10.1007/s12103-020-09545-1
- Han, H. S., Vomvoridi-Ivanović, E., Jacobs, J., Karanxha, Z., Lypka, A., Topdemir, C., & Feldman, A. (2014). Culturally responsive pedagogy in higher education: A collaborative self-study. Studying Teacher Education, 10(3), 290–312. https://doi.org/10.1080/17425964.2014.958072
- Heng, T. T. (2017). Voices of Chinese international students in USA colleges: ‘I want to tell them that … ’. Studies in Higher Education, 42(5), 833–850. https://doi.org/10.1080/03075079.2017.1293873
- Heng, T. T. (2018). Different is not deficient: Contradicting stereotypes of Chinese international students in US higher education. Studies in Higher Education, 43(1), 22–36. https://doi.org/10.1080/03075079.2016.1152466
- Hess, D. E. (2009). Controversy in the classroom: The democratic power of discussion. Routledge.
- Hong, W. P., & Halvorsen, A. L. (2010). Teaching Asia in US secondary school classrooms: A curriculum of othering. Journal of Curriculum Studies, 42(3), 371–393.
- Houshmand, S., Spanierman, L. B., & Tafarodi, R. W. (2014). Excluded and avoided: Racial microaggressions targeting Asian international students in Canada. Cultural Diversity and Ethnic Minority Psychology, 20(3), 377. https://doi.org/10.1037/a0035404
- Howard, T. C., & Aleman, G. R. (2008). Teacher capacity for diverse learners. In M. Cochran-Smith, S. Feiman-Nemser, D. McIntyre, & K. Demers (Eds.), Handbook of research on teacher education (3rd ed., pp. 157–174). Routledge.
- Hsieh, M.-H. (2007). Challenges for international students in higher education: One student’s narrated story of invisibility and struggle. College Student Journal, 41(2), 379–391.
- Huajun, Z. (2019). Dewey and Chinese education: A centennial reflection. Beijing International Review of Education, 1(4), 586–591. https://doi.org/10.1163/25902539-00104002
- Hu, R., & Smith, J. J. (2011). Cultural perspectives on teaching and learning: A collaborative self-study of two professors’ first year teaching experiences. Studying Teacher Education, 7(1), 19–33. https://doi.org/10.1080/17425964.2011.558347
- Hu, Y., Van Veen, K., & Corda, A. (2016). Pushing too little, praising too much? Intercultural misunderstandings between a Chinese doctoral student and a Dutch supervisor. Studying Teacher Education, 12(1), 70–87. https://doi.org/10.1080/17425964.2015.1111204
- Iyengar, K. M., & Smith, H. L. (2016). Asian Indian American Children’s creative writing: An approach for cultural preservation. Educational Studies, 52(2), 95–118. https://doi.org/10.1080/00131946.2016.1142993
- Johnston-Parsons, M., Ah Lee, Y., & Thomas, M. (2007). Students of colour as cultural consultants: A self-study of race and social justice issues in a teacher education programme. Studying Teacher Education, 3(1), 67–84. https://doi.org/10.1080/17425960701284024
- Ladson‐Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159–165. https://doi.org/10.1080/00405849509543675
- Ladson-Billings, G. (2009). The dreamkeepers: Successful teachers of African American children. John Wiley & Sons.
- Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: Aka the remix. Harvard Educational Review, 84(1), 74–84. https://doi.org/10.17763/haer.84.1.p2rj131485484751
- Lampert, M. (1985). How do teachers manage to teach? Perspectives on problems in practice. Harvard Educational Review, 55(2), 178–195. https://doi.org/10.17763/haer.55.2.56142234616x4352
- Lewis, J. B. (2013). New challenges, new vision: Why social foundations and teacher education partnerships matter. Educational Studies, 49(2), 169–182. https://doi.org/10.1080/00131946.2013.767258
- Li, Z., Heath, M. A., Jackson, A. P., Allen, G., Fischer, L., & Chan, P. (2017). Acculturation experiences of Chinese international students who attend American universities. Professional Psychology: Research and Practice, 48(1), 11–21. https://doi.org/10.1037/pro0000117
- Liu, J. (2002). Negotiating silence in American classrooms: Three Chinese cases. Language and Intercultural Communication, 2(1), 37–54. https://doi.org/10.1080/14708470208668074
- Loughran, J. (2007). Researching teacher education practices: Responding to the challenges, demands, and expectations of self-study. Journal of Teacher Education, 58(1), 12–20. https://doi.org/10.1177/0022487106296217
- Louie, B. Y., Drevdahl, D. J., Purdy, J. M., & Stackman, R. W. (2003). Advancing the scholarship of teaching through collaborative self-study. The Journal of Higher Education, 74(2), 150–171. https://doi.org/10.1353/jhe.2003.0016
- Lowenstein, K. L. (2009). The work of multicultural teacher education: Reconceptualizing white teacher candidates as learners. Review of Educational Research, 79(1), 163–196. https://doi.org/10.3102/0034654308326161
- Lu, C., & Han, W. (2010). Why don’t they participate? A self-study of Chinese graduate students’ classroom: Involvement in North America. Brock Education Journal, 20(1). https://doi.org/10.26522/brocked.v20i1.147
- Maddamsetti, J. (2018). Perceptions of pre-service teachers on mentor teachers’ roles in promoting inclusive practicum: Case studies in US elementary school contexts. Journal of Education for Teaching, 44(2), 232–236. https://doi.org/10.1080/02607476.2017.1422608
- Maddamsetti, J., Flennaugh, T. K., & Rosaen, C. L. (2018). Who should teach? A Chinese teacher candidate’s understandings of a good teacher and racialised experiences. Asia-Pacific Journal of Teacher Education, 46(2), 148–166. https://doi.org/10.1080/1359866X.2017.1399983
- Mast, R. (2016). How culture affects how Chinese students approach learning in western education environments. International Schools Journal, 36(1), 40–47.
- McAllister, G., & Irvine, J. J. (2000). Cross cultural competency and multicultural teacher education. Review of Educational Research, 70(1), 3–24. https://doi.org/10.3102/00346543070001003
- Morettini, B. W., Brown, C. M., & Viator, M. G. (2018). Gaining a better understanding of self: A self-study in cultural competence in teacher education. The Teacher Educator, 53(4), 355–366. https://doi.org/10.1080/08878730.2018.1434261
- Mungur, A. (2020). Whitewashing the history of education: Laying bare the pervasive power and presence of white supremacy in a teacher education course. In A. M. Hawkman & S. B. Shear (Eds.), Marking the“invisible”: Articulating whiteness in social studies education (pp. 557–572). Information Age Publishing.
- Nallaya, S. (2016). Preparing international pre-service teachers for professional placement: In-school induction. Australian Journal of Teacher Education, 41(4), 110–125. https://doi.org/10.14221/ajte.2016v41n4.7
- Nuñez, I., Michie, G., & Konkol, P. (2014). Worth striking for: Why education policy is every teacher’s concern (Lessons from Chicago). Teachers College Press.
- Palmer, P. J. (1998). The courage to teach: Exploring the inner landscape of a teacher’s life. John Wiley & Sons.
- Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97. https://doi.org/10.3102/0013189X12441244
- Paris, D., & Alim, H. S. (2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84(1), 85–100. https://doi.org/10.17763/haer.84.1.982l873k2ht16m77
- Patton, M. (2002). Qualitative research and evaluation methods (3rd ed.). Sage Publications.
- Philip, T. M. (2013). Articulating the purpose of a social foundations of education course through instructor self-interviews. Studying Teacher Education, 9(3), 203–218. https://doi.org/10.1080/17425964.2013.829770
- Porcher, K. (2020). Teaching while Black: Best practices for engaging White pre-service teachers in discourse focused on individual & cultural diversity in urban schools. Journal of Urban Learning Teaching & Research, 15(1), 116–134. https://doi.org/10.51830/jultr.6
- Reny, T. T., & Barreto, M. A. (2020). Xenophobia in the time of pandemic: Othering, anti-Asian attitudes, and COVID-19. Politics, Groups & Identities, 10(2), 1–24. https://doi.org/10.1080/21565503.2020.1769693
- Richardson, V. (1994). Conducting research on practice. Educational Researcher, 23(5), 5–10.
- Romijn, B. R., Slot, P. L., & Leseman, P. P. (2021). Increasing teachers’ intercultural competences in teacher preparation programs and through professional development: A review. Teaching and Teacher Education, 98, 103236. https://doi.org/10.1016/j.tate.2020.103236
- Ross, D. A. (2008). Culturally competent and socio-politically conscious teaching: A teacher educator works to model the journey to critical cultural competence. International Journal of Multicultural Education, 10(1). https://doi.org/10.18251/ijme.v10i1.71
- Ross, H., & Chen, Y. (2015). Engaging Chinese international undergraduate students in the American university. Learning and Teaching, 8(3), 13–36. https://doi.org/10.3167/latiss.2015.080302
- Salmona, M., Partlo, M., Kaczynski, D., & Leonard, S. N. (2015). Developing culturally competent teachers: An international student teaching field experience. Australian Journal of Teacher Education (Online), 40(4), 35–53.
- Sanger, M. N. (2007). On the Road to Theorizing Practice in the Social Foundations. The New Educator, 3(2), 123–141. https://doi.org/10.1080/15476880701309856
- Sensoy, Ö., & DiAngelo, R. (2017). “We are all for diversity, but…”: How faculty hiring committees reproduce whiteness and practical suggestions for how they can change. Harvard Educational Review, 87(4), 557–580. https://doi.org/10.17763/1943-5045-87.4.557
- Smith, J., & Hu, R. (2013). Rethinking teacher education: Synchronizing Eastern and Western views of teaching and learning to promote 21st century skills and global perspectives. Education Research & Perspectives, 40, 86–108. https://scholar.google.com/scholar?cluster=7275885194900211438&hl=en&as_sdt=0,22
- Spooner‐Lane, R., Tangen, D., & Campbell, M. (2009). The complexities of supporting Asian international pre‐service teachers as they undertake practicum. Asia‐Pacific Journal of Teacher Education, 37(1), 79–94. https://doi.org/10.1080/13598660802530776
- Swain, A. (2013). The problem with “nuts and bolts:” how the Emphasis on “highly qualified professionals” is undermining education. Educational Studies, 49(2), 119–133. https://doi.org/10.1080/00131946.2013.767256
- Teacher of Color Collective, T., & Souto-Manning, M. (2022). On the mis-education of teachers of color: A letter to Teacher educators. Journal of Teacher Education, 73(1), 66–80. https://doi.org/10.1177/00224871211057487
- Valdez, G. (2015). US higher education classroom experiences of undergraduate Chinese international students. Journal of International Students, 5(2), 188–200.
- Wang, L., & Byram, M. (2011). ‘But when you are doing your exams it is the same as in China’–Chinese students adjusting to western approaches to teaching and learning. Cambridge Journal of Education, 41(4), 407–424. https://doi.org/10.1080/0305764X.2011.625001
- Warren, C. A., & Venzant Chambers, T. T. (2020). The imperative of social foundations to (urban) education research and practice. Educational Researcher, 49(5), 369–375. https://doi.org/10.3102/0013189X20923289
- Yeo, H., Mendenhall, R., Harwood, S. A., & Huntt, M. B. (2019). Asian international student and Asian American student: Mistaken identity and racial microaggressions. Journal of International Students, 9(1), 39–65. https://doi.org/10.32674/jis.v9i1.278
- Yu, T. (2006). Challenging the politics of the “model minority” stereotype: A case for educational equality. Equity & Excellence in Education, 39(4), 325–333.
- Zeichner, K. M. (2018). The struggle for the soul of teacher education. Routledge.
- Zhang-Wu, Q. (2018). Chinese international students’ experiences in American higher education institutes: A critical review of the literature. Journal of International Students, 8(2), 1173–1197. https://doi.org/10.32674/jis.v8i2.139
- Zhu, G., Peng, Z., Hu, X., & Qiu, S. (2019). Extending critical race theory to Chinese education: Affordance and constraints. Compare: A Journal of Comparative and International Education, 49(5), 837–850. https://doi.org/10.1080/03057925.2019.1602966