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<p/><br></br><p><b> Book Synopsis </b></p></br></br>PART I.- Chapter 1. Culturally Responsive Pedagogies: Decolonization, Indigeneity and Interculturalism; Fatima Pirbhai-Illich, Shauneen Pete & Fran Martin.- PART II.- Chapter 2. Identification of Cultural Heuristics for the Creation of Consistent and Fair Pedagogy for Ethnically Diverse Students; Abdul Jabbar and Mohammed Mirza.- Chapter 3. Idle No More: Radical Indigeneity in Teacher Education; Shauneen Pete.- Chapter 4: Decolonizing Pedagogies: Disrupting Perceptions of The Other in Teacher Education; Gertrude Tinker Sachs, Barbara Clark, Meral Durkaya, Annmarie Jackson, Charles Johnson, William Lake & Patty Limb.- Chapter 5. Becoming Culturally Responsive: Reflections from an Autoethnographic Exploration of Teaching and Learning English in Brazil; Andrea Blair.- PART III.- Chapter 6. The Role of Song and Drum in Schools: A Response to Questions about Culturally Responsive Practice; Anna-Leah King.- Chapter 7. Using Māori Metaphors to Develop a Culturally Responsive Pedagogy of Relations; Iti Joyce.- Chapter 8. Partnering Māori Whānau in Literacy Interventions; Therese Ford.- PART IV.- Chapter 9. What's at Stake in a High Stakes Math Test? A Textual Analysis of Challenges for Emergent English Bilingual learners; Theresa Austin.- Chapter 10: Spoken Language and Literacy Assessments: Are They Linked?; Ann Daly.- PART V.- Chapter 11: Beyond Culturally Responsive Pedagogy: Decolonizing Teacher Education; Fran Martin, Fatima Pirbhai-Illich, Shauneen Pete.-<p/><br></br><p><b> From the Back Cover </b></p></br></br>'... an important read for educators, administrators and policy makers...a very welcome addition to studies of decolonial education and the poetics and politics of educational futurity.'<p>-George J. Sefa Dei, Professor of Social Justice Education, University of Toronto, Canada</p><p> </p><p>'...an important read for those working and researching in anti-oppressive education...challenges us to engage critically with the theory and practice of culturally responsive pedagogy as it aims to reform and reorient teacher education as a transgressive space.'<br>-Jennifer Tupper, Dean, Faculty of Education, University of Regina, Canada</p><p><br></p><p><br></p><p/><br></br><p><b> Review Quotes </b></p></br></br><br>"This book brings together a broad range of educators from different countries and of different racialised identities to examine culturally responsive pedagogy in teacher education. ... This book will be of interest to teacher educators and to teachers, researchers and students interested in critical pedagogy and culturally responsive pedagogy." (Darren Chetty, Educational Review, Vol. 70 (04), 2018) <p/>"The book is well worth reading - and not only by teacher educators and pre-and in-service teachers; it is a welcome addition to the literature that addresses decoloniality at all levels of education. ... the book will be of significant interest to those who are engaging with decolonistation of the curriculum - in any context - and is recommended highly." (Sheila Trahar, Compare A Journal of Comparative and International, September, 2017)<p></p><br><p/><br></br><p><b> About the Author </b></p></br></br><p>Fatima Pirbhai-Illich is Associate Professor and Chair of the Language and Literacy Education Department at the University of Regina, Saskatchewan, Canada. Her research focuses on critical multicultural literacy education for marginalised and disenfranchised youth.</p><p> </p><p>Shauneen Pete is Associate Professor in the Faculty of Education at the University of Regina, Saskatchewan, Canada and a nehiyaw (Cree) woman from Little Pine First Nation, Saskatchewan, Canada.</p><p> </p><p>Fran Martin works in Initial Teacher Education at the University of Exeter, UK. Her research interests are global education and intercultural learning. </p><br>

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