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Promoting Global Competence and Social Justice in Teacher Education


reviewed by Elizabeth Demulder, Stacia M. Stribling & Laura Dallman — January 12, 2016

coverTitle: Promoting Global Competence and Social Justice in Teacher Education
Author(s): David Schwarzer (Editor) & Beatrice L. Bridglall (Editor)
Publisher: Lexington Books, Lanham, MD
ISBN: 1498504353, Pages: 322, Year: 2015
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Cite This Article as: Teachers College Record, Date Published: January 12, 2016
http://www.tcrecord.org ID Number: 19286, Date Accessed: 10/17/2017 11:20:37 AM

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About the Author
  • Elizabeth Demulder
    George Mason University
    E-mail Author
    ELIZABETH DeMULDER is an Associate Professor of Education and Academic Program Coordinator of Transformative Teaching (TT), a professional development Masters degree program for practicing teachers housed in George Mason University’s College of Education and Human Development, Graduate School of Education. Dr. DeMulder’s research concerns the study of interpersonal relationships in educational contexts, risk and protective conditions in children’s development and early education, and teacher professional development focusing on critical pedagogy and social justice issues. Dr. DeMulder co-edited a book entitled Transforming Teacher Education: Lessons in Professional Development (Bergin and Garvey, 2001) and has published her research in a variety of professional journals, including the Journal of Praxis in Multicultural Education, the Journal of Curriculum and Instruction, and Reflective Practice.
  • Stacia Stribling
    George Mason University
    E-mail Author
    STACIA M. STRIBLING is an Assistant Professor in the George Mason University Graduate School of Education’s Transformative Teaching Master’s Program in the United States. Her research interests include early childhood education, critical literacy, teacher professional development, and social justice education. She is a Consulting Editor for “Voices of Practitioners”, a teacher research journal published by the National Association for the Education of Young Children (NAEYC). She has presented her research at national and international conferences and has published numerous journal articles and book chapters.
  • Laura Dallman
    George Mason University
    E-mail Author
    LAURA DALLMAN is a graduate research assistant and PhD student specializing in educational psychology at George Mason University’s College of Education and Human Development. Prior to her doctoral studies she was an elementary school teacher for 14 years with service in American public schools and international schools in Haiti, Russia, Belgium and Georgia. Ms. Dallman’s research interests include the study of classroom environments: their construction, maintenance, and impact on elementary students’ sense of efficacy.
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