Abstract
This chapter offers a reflection on two collaborative research studies in which preservice and practicing teachers developed frames of reference for critically analyzing multicultural and postcolonial rhetoric, curricula, texts and activities and attempted to bring these new understandings to their classroom practice. We focus on the tensions that emerged between these teachers’ professed beliefs about teaching diverse literatures and their classroom practices, and ways in which these tensions offered possibilities for developing new reading and teaching practices.
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Johnston, I., Mangat, J. (2012). Outside the Comfort Zone. In: Johnston, I., Mangat, J. (eds) Reading Practices, Postcolonial Literature, and Cultural Mediation in the Classroom. SensePublishers. https://doi.org/10.1007/978-94-6091-705-9_4
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DOI: https://doi.org/10.1007/978-94-6091-705-9_4
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