Smudging Composition Lines of Identity and Teacher Knowledge

Elaine Chan is Professor of Diversity and Curriculum Studies in the Department of Teaching, Learning, and Teacher Education of the College of Education and Human Sciences at the University of Nebraska-Lincoln, USA. She specializes in the areas of teacher knowledge, teacher education, narrative inquiry, multicultural education, student experiences of schooling.Vicki Ross is Professor at Northern Arizona University, USA. She works with pre-service teachers in the Elementary Education Program in the Department of Teaching and Learning, and with doctoral students in the Curriculum and Instruction Program. Her interests include: teacher knowledge, education and development; mathematics education in the elementary school; narrative inquiry. She is a recipient of the Emerald Publishing Literati Award.

• Introduction Chapter 1. Examining teacher knowledge in cross-cultural classroom contexts; Vicki Ross and Elaine Chan Section I. Becoming a cross-cultural teacher: Developing teacher knowledge from cross-cultural experiences Chapter 2. Cross-cultural chickens and eggs; Candace Schlein Chapter 3. Transforming our praxis through cross-cultural perspectives in pedagogy; Andrea Flanagan-Borquez and Kiyomi Sanchez-Suzuki Colegrove Section II. Learner experience informing teacher knowledge Chapter 4. Confronting difference: Learning to teach in a borderland school in Hong Kong; Cheri Chan Chapter 5. Teacher education for social justice across sociocultural and sociopolitical contexts: An autobiographical narrative study; Margaret M. LoSection III. Cross-cultural curricular experiences that inform teacher knowledge Chapter 6. Stories of Margaret: A Korean who has never not been Korean; Sue Kyung Kim Chapter 7. Narratives Indigenizing school mathematics: An intersection of Euro-Western and Cree perspectives; Stavros StavrouSection IV. Milieu informing teacher knowledge Chapter 8. Exploring shifts of dialogue in cross-cultural teaching and curriculum design; Qian Chen Chapter 9. Crossing over the genkan: Learning about Japanese schooling from a Canadian teacher perspective; Elaine Chan Conclusion Chapter 10. Complexities of teacher knowledge in cross-cultural school contexts: Coming to a cross-cultural comparative narrative approach; Elaine Chan and Vicki Ross