In this pioneering and timely book, Lampert examines the ways in which cultural identities are constructed within young adult and children’s literature about the attacks of September 11, 2001. Looking at examples including picture books, young adult novels, and a selection of DC Comics, Lampert finds the co-mingling of xenophobia and tolerance, the binaried competition between good and evil and global harmony and national insularity, and the glorification of both the commonplace hero and t...

Recognition of disadvantage is seen as crucial in preparing socially just teachers who can recognize and address inequities, and this engaging guide provides innovative strategies to reflect on disadvantage. Coupled with its discursive partners, inclusion and diversity, trainee teachers are asked to engage with theories of disadvantage, and advised to recognize, support and lead change for students who historically experience high levels of exclusion and marginalization. But what does disa...

Following the 9/11 attacks, approximately four million Americans have turned eighteen each year and more than fifty million children have been born. These members of the millennial and post-millennial generation have come of age in a moment marked by increased anxiety about terrorism, two protracted wars, and policies that have raised questions about the United States's role abroad and at home. Young people have not been shielded from the attacks or from the wars and policy debates that fo...

This book critically evaluates the dynamic landscape of teacher education on a global scale, delving into its recent advancements, innovations, and emerging paradigms. Recognizing the need to arm teachers with the capacity to address contemporary challenges, the authors emphasize inventive approaches within teacher education that can foster the ability to confront problems such as unprecedented inequality, resurgence of ultra-right movements, environmental crises, and the interconnected di...

This volume captures the innovative, theory-based, and grounded work being done by established scholars who are interrogating how teacher education can prepare teachers to work in challenging and diverse high-poverty settings. It offers articles from the US, Australia, Canada, the UK and Chile by some of the most significant scholars in the field. Internationally, research suggests that effective teachers for high poverty schools require deep theoretical understanding as well as the capaci...