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Teacher Education, Diversity, and Community Engagement in Liberal Arts Colleges
978-0-7391-3448-1 • Hardback
June 2010 • $80.00 • (£49.95)
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978-0-7391-3450-4 • eBook
June 2010 • $79.99 • (£49.95)

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Pages: 172
Size: 6 1/2 x 9 1/2
By Lucy W. Mule
 
Education | Higher
Lexington Books
Teacher Education, Diversity, and Community Engagement in Liberal Arts Colleges examines the promise of and issues related to preparing teachers for cultural diversity through community engagement in the liberal arts colleges. This book emphasizes the transformational power of community engagement to both teacher education and the small liberal arts college. Through a careful examination of literature and reflections on practice, Lucy W. Mule underscores the community-engaged approach to teacher education, emphasizing deep relationships with culturally diverse communities, community-based pedagogy, and a consideration of institutional contexts. Building on recent conversations in the areas of teacher education, diversity, and community engagement in liberal arts colleges, she cogently examines a range of issues, from how teacher education's vision, curriculum, and pedagogy can be modified to be more consistent with the goal of educating for cultural diversity through community engagement to some of the program, institutional, and external challenges to community engagement in teacher education. The field of teacher education and small liberal arts colleges will find in Teacher Education, Diversity, and Community Engagement in Liberal Arts Colleges an excellent reason to enact purposeful change and transformation.
Lucy W. Mule is an associate professor in the Department of Education and Child Study at Smith College.
Chapter 1: Educating Teachers for Diversity through Community Engagement: Reflections on the Small Liberal Arts College
Chapter 2: Community-Based Field Experiences in Preservice Teacher Education
Chapter 3: Can the Village Educate the Prospective Teacher? Reflections on Multicultural Service-Learning in African American Communities
Chapter 4: Lessons Learned in the Field about Healthy Campus-Community Partnerships
Chapter 5: Community-Based Research as Border Crossing: The Promise of CBR and Barriers to its Institutionalization in Education
Chapter 6: Asserting Community Engagement in Teacher Education
In an era in which alternative certification, increased state regulation, and high stakes testing impinge on effective teacher education, Lucy Mule provides a us with a positive and convincing perspective on the potential of teacher education to prepare teachers for diverse classrooms. Drawing on work carried out in the education programs of small liberal arts colleges, Mule describes how student engagement in community partnerships contributes to preservice teachers' ability to recognize, respond to, and become a part of diverse approaches to living and learning.
Lisa Smulyan, Swarthmore College


 
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