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Conclusion: Learning the Humility of Teaching ‘Others’—Preparing Teachers for Culturally Complex Classrooms

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Global Teaching

Part of the book series: Education Dialogues with/in the Global South ((EDGS))

Abstract

This chapter builds on the other chapters in this collection to argue that while it is centrally important for teacher education to ensure that teachers are supported to understand their own autobiographical histories and privilege, and to be resourced with knowledge of strategies proven successful in creating culturally responsive classroom practice, this is not enough. It must be complemented by the acquisition of an ethical stance toward their work as teachers, predicated on an acceptance that they must always enter a teacher–learner relationship with the presumption of their own lack of knowledge, and with the humility that positions them to "face the Other"—open to the continuous need to learn about the specificity of their students’ cultural and community ways of knowing, doing and thinking.

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Author information

Authors and Affiliations

  1. Faculty of Arts and Education, Charles Sturt University, Bathurst, Australia

    Jo-Anne Reid

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  1. Jo-Anne Reid
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Correspondence to Jo-Anne Reid .

Editor information

Editors and Affiliations

  1. Western Sydney University, Penrith, NSW, New South Wales, Australia

    Carol Reid

  2. Charles Sturt University, Bathurst, Australia

    Jae Major

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Reid, JA. (2017). Conclusion: Learning the Humility of Teaching ‘Others’—Preparing Teachers for Culturally Complex Classrooms. In: Reid, C., Major, J. (eds) Global Teaching. Education Dialogues with/in the Global South. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-52526-0_11

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  • DOI: https://doi.org/10.1057/978-1-137-52526-0_11

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  • Publisher Name: Palgrave Macmillan, New York

  • Print ISBN: 978-1-137-53214-5

  • Online ISBN: 978-1-137-52526-0

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