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Instilling Diversity and Social Inclusion Practices in Teacher Education and Curriculum Development

Instilling Diversity and Social Inclusion Practices in Teacher Education and Curriculum Development
Author(s)/Editor(s): Olga María Alegre de la Rosa (University of La Laguna, Spain) and Luis Miguel Villar Angulo (University of Seville, Spain)
Copyright: ©2023
DOI: 10.4018/978-1-6684-4812-0
ISBN13: 9781668448120
ISBN10: 1668448122
EISBN13: 9781668448137

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Description

There has recently been a societal push to better achieve equity for all, with many bringing to light the bias, racism, and discrimination that many factions face on a daily basis. Naturally, integrating diversity and social inclusion thoughts into the classroom is one of the best ways to start changing the mindset of society and promoting more inclusive practices in the next generations. Therefore, diversity and social inclusion have become common approaches in the planning and management of primary, secondary, and higher education schools in many international contexts. However, there are certainly challenges that must be overcome in developing these new practices and their implementation within teacher curriculum.

Instilling Diversity and Social Inclusion Practices in Teacher Education and Curriculum Development provides an analysis of educational inclusion practices and identifies university students’ voices on diversity and social inclusion. It further assesses teacher performance in an international online training context and promotes a model of curriculum development on diversity and social inclusion. Covering topics such as culturally competent teachers, student academic achievement, and attitudes towards diversity, this premier reference source is an excellent resource for teacher educators, pre-service teachers, administrators and educators of both K-12 and higher education, social workers, researchers, and academicians.



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