Developing glocally informed diversity and equity discourses: examining inequity via autobiographical reflection

Abstract

This study responds to the need for glocally informed discourses on diversity and equity that draw upon internationally situated, local narratives to contribute to larger analyses. Such work is vital so that cross-national educational discourses do not become infused with PISA score comparisons or globally dominant perspectives alone. This local qualitative case study employs narrative inquiry with observation and document analyses to examine one accomplished multicultural teacher educator’s US-based practice. This study demonstrates the benefit of engaging teachers in autobiographical reflection as a supportive precursor for appreciating and learning from students’ diverse backgrounds, and critically analyzing societal inequities, such as the institutionalized use of inaccurate or incomplete text-based narratives. Promising practices are offered for how teacher educators across international settings might help teachers to navigate complex personal and institutional spaces while working to ‘reconstruct society toward greater equity in race, class, gender, and disability’.

Keywords:

• globalization
• multicultural education
• teacher education
• diversity
• equity

Notes

1. The reference is anonymous here to maintain the anonymity of the research site.

2. Enrolled students were undergraduates applying to graduate teacher preparation programs, and are referred to as teacher candidates (TCs) to simplify terminology.