References
- Acquah, E. O., & Commins, N. L. (2017). Methods that matter in addressing cultural diversity with with teacher candidates. doi:10.1080/13562517.2016.1273217.
- Baier, A. C. (1994). Trust and anti-trust. In Moral prejudices: Essays on ethics (pp. 231–260). Cambridge, MA: Harvard University Press.
- Banks, J., Cochran-Smith, M., Moll, L., Richert, A., Zeichner, K., LePage, P., … Duffy, H. (2005). Teaching diverse learners. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 1–39). San Francisco: Jossey-Bass.
- Banks, J. (2007). Educating citizens in a multicultural society (2nd ed.). New York: Teachers College.
- Barro, J. (2017 July 17). Liberals can win again if they stop being so annoying and fix their ‘hamburger problem.’ Business Insider.
- Berry, A. (2007a). Reconceptualizing teacher educator knowledge as tensions: Exploring the tension between valuing and reconstructing experience. Studying Teacher Education, 3(2), 117–1349.
- Berry, A. (2007b). Tensions in teaching about teaching: Understanding practice as a teacher educator. Dordrecht: Springer.
- Boostrom, R. (1998). Safe spaces: Reflections on an educational metaphor. Journal of Curriculum Studies, 30(4), 397–408.
- Bullough, R. V., & Pinnegar, S. (2001). Guidelines for quality in autobiographical forms of self- study research. Educational Researcher, 30(3), 13–21.
- Clewel, B., & Villegas, A. (1999). Creating a non-traditional pipeline for urban teachers: The pathway to teaching careers model. Journal of Negro Education, 68(3), 306–317.
- Coia, L. (2016). Trust in diversity: An autobiographic self-study. In D. Garbett & A. Ovens (Eds.), Enacting self-study as methodology for professional inquiry (pp. 311–316). Herstmonceux, UK: S-STEP.
- Connelly, F. M., & Clandinin, D. J. (1988). Teachers as curriculum planners: Narratives of experience. Toronto: OISE Press.
- Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed method approaches (3rd ed.). Thousand Oaks, CA: Sage.
- Danielewicz, J. (2001). Teaching selves: Identity, pedagogy, and teacher education. Albany, NY: State University of New York Press.
- Darling-Hammond, L. (1995). Inequality and access to knowledge. In J. Banks and C. Banks (Eds.), Handbook of research on multicultural education (pp. 465–483). San Francisco: Jossey Bass.
- Dewey, J. (1938). Experience and education. New York: Collier Books.) at 33.
- DiAngelo, R., & Sensoy, O. (2014). Calling in: Strategies for cultivating humility and critical thinking in antiracism education. Understanding and Dismantling Privilege, 4(2), 191–203.
- European-American Collaborative Challenging Whiteness. (2012). White on white: Communicating about race and white privilege with critical humility. Understanding and Dismantling Privilege, 2(1), 1–17.
- Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106–116.
- Grant, C., & Secada, W. (1990). Preparing teachers for diversity. In W. Houston (Ed.), Handbook of research on teacher education (pp. 403–422). New York: Macmillan.
- Grant, C., & Gibson, M. (2011). Diversity and teacher education: A historical perspective on research and policy. In A. Bal & C. A. Tyson (Eds.), Studying diversity in teacher education (pp. 19–61). Lanham, Maryland: Rowman and Littlefield.
- Guba, E. G. (1990). The paradigm dialog. Newbury Park, CA: Sage.
- Haberman, M. (1991). Can cultural awareness be taught in teacher education programs? Teaching Education, 4(4), 25–31.
- Hamington, M. (2004). Embodied care: Jane Addams, Maurice Merleau-Ponty, and feminist ethics. Champaign, IL: University of Illinois Press.
- Hollins, E. (2008). Culture in school learning: Revealing the deep meaning (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.
- Hollins, E., & Spencer, K. (1991). Restructuring schools for social inclusion: Changing the schooling process for African American youngsters. Journal of Education, 172(2), 89–100.
- Jensen, R. (2005). The heart of whiteness: Confronting race, racism and white privilege. San Francisco: City Lights.
- Kabat-Zinn, J. (2018). The healing power of mindfulness: A new way of being. New York: Hachette.
- King, M. L. (1963; 1981). A gift of love: Sermons from strength to love and other preachings. Boston: Beacon.
- Kitchen, J. (2005a). Conveying respect and empathy: Becoming a relational teacher educator. Studying Teacher Education, 1(2), 194–207.
- Kitchen, J. (2005b). Looking backwards, moving forward: Understanding my narrative as a Teacher educator. Studying Teacher Education, 1(1), 17–30.
- Kitchen, J. (2016). Looking back at fifteen years of relational teacher education: A narrative self-study. In M. Hayler & J. Williams (Eds.), Transitions and transformations: Teacher educators’ journeys of becoming (pp. 167–182). Rotterdam, The Netherlands: Springer.
- Kitchen, J. (2019). Ethical issues in reporting on teacher candidate perspectives in a cultural diversity course: Increasing trustworthiness, improving practice, and protecting participants. In R. Brandenburg & S. McDonough (Eds.), Ethics, self-study research, methodology and teacher education (pp. 97–115). Singapore: Springer Nature.
- Kitchen, J., Berry, A., Bullock, S., Crowe, A., Taylor, M., Guojonsdottir, H., & Thomas, L. (2020). 2nd international handbook of self-study of teaching and teacher education practices. Rotterdam, The Netherlands: Springer.
- Kitchen, J., Tidwell, D., & Fitzgerald, L. (Editors). (2016). Self-study and diversity II. Rotterdam, The Netherlands: Sense.
- Kristof, N. (2016 May 7). A confession of liberal intolerance. The New York Times.
- La Boskey, V. (2004). Moving the study of self-study research and practice forward: Challenges and opportunities. In J. Loughran, M. L. Hamilton, V. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (pp. 817–869). Dodrecht: Kluwer.
- Lee, A. (2011). Self-study of cross-cultural supervision of teacher candidates for social justice. Studying Teacher Education, 7(1), 3–19.
- Loughran, J. (2002). Understanding self-study of teacher education practices. In J. Loughran & T. Russell (Eds.), Improving teacher education practices through self-study (pp. 239–248). London: Routledge Falmer.
- Loughran, J. (2007). Enacting a pedagogy of teacher education. In T. Russell & J. Loughran (Eds.), Enacting a pedagogy of teacher education: Values, relationships, and practices (pp. 1–15). London, UK: Routledge.
- Luaer, P. (2006). An education research primer: How to understand, evaluate, and use it. San Francisco: Jossey-Bass.
- McCarthy, M. D. (2018). Critically teaching criticality? Modeling social and pedagogical inquiry with literary texts. Studying Teacher Education, 14(1), 3–19.
- McIntosh, P. (1990). Unpacking the invisible knapsack. Independent School, 49(2), 31–36.
- McNeil, B. (2011). Charting a way forward: Intersections of race and space in establishing identity as an African-Canadian teacher educator. Studying Teacher Education, 7(2), 133–145.
- Mena, J., & Russell, T. (2017). Collaboration, multiple methods, trustworthiness: Issues arising from the 2014 international conference on self-study of teacher education practices. Studying Teacher Education, 139, 105–119.
- Mishler, E. (1990). Validation in inquiry-guided research: The role of exemplars in narrative studies. Harvard Education/Review, 60, 415–442.
- Nieto, S. (1990). The light in their eyes: Creating multicultural learning communities. New York: Teachers College Press.
- Noddings, N. (2001). The caring teacher”. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 99–106). Washington, D. C.: American Educational Research Association.
- Patka, M., Wallin-Ruschman, W. T., & Robbins, C. (2016). Exit cards: Creating a dialogue for continuous evaluation. Teaching in Higher Education, 21(6), 659–668.
- Pinnegar, S., & Hamilton, M. L. (2009). Self-study of practice as a genre of qualitative research: Theory, methodology and practice. Dordrecht: Springer.
- Ragoonaden, K. (2015). Self-study of teacher education practices and self-study: The fifth moment in a teacher educator’s journey. Studying Teacher Education, 11(1), 81–95.
- Schön, D. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.
- Sleeter, C. (2001). Preparing teachers for culturally diverse school: Research and the overwhelming presence of whiteness. Journal of Teacher Education, 52(2), 94–106.
- Stengel, B. (2008). Facing fear, releasing resistance, enabling education. Philosophical Studies in Education, 39, 66–75.
- Strauss, A., & Corbin, J. (2000). Basics of qualitative research: Grounded theory procedures and techniques for developing grounded theory. Newbury Park, CA: Sage.
- Tidwell, D., & Fitzgerald, L. (Eds). (2004). Self-study and diversity. Rotterdam. The Netherlands: Sense.
- Tomasky, M. (2017 May 30). Elitism is liberalism’s biggest problem. New Republic.
- Trout, M. (2018). Embodying care: Igniting a critical turn in a teacher educator’s relational practice. Studying Teacher Education, 14(1), 39–55.
- Weiner, L. (1993). Preparing teachers for urban schools: Lessons from 30 years of school reform. New York: Teachers College Press.
- Zeichner, K., & Liston, D. (1990). Teacher education and the social context of schooling: Issues for curriculum development. American Educational Research Journal, 27(4), 610–636.