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The purpose of this study is to describe the use of an intersectionality framework to analyze and incorporate teachers’ lived experiences into critical professional development.

Researchers used qualitative coding based on the matrix of oppression and privilege (Ferber and O’Reilly Herrera, 2013) to analyze teachers’ multicultural autobiographies. Connections between multicultural autobiographies were then made between other course reflections and lesson plans that were developed throughout the 150 h of professional development.

Findings evidence the multiple sites of oppression and privilege, the importance of spaces and relationships in locating ourselves and others on the matrix and the possibilities for transferring knowledge to professional practice.

The authors do recognize the limitations of their study. Although the participants were from differing educational contexts and backgrounds, the sample size was small. Additional studies of this nature can expand our understanding of privilege, oppression and the impact of critical professional development for educators. Our society, and therefore the education system, continues to become more culturally and linguistically diverse, and it is incumbent upon us as educators and researchers to identify effective approaches for preparing both teachers and students for a changing world.

The power of the matrix framework in pedagogical settings is that it facilitates the recognition and analysis of individual social locations and their relationships to various systems of inequality. Most importantly, analyzing both privilege and oppression allows individuals and instructors to reflect on their own experiences and initiate conversations that reduce the animosity toward those who have different experiences.

This study is significant, in that it offers a framework that addresses the perceived disconnect between teachers and their increasingly culturally and linguistically diverse student population (Banks and Banks, 2013; Darling-Hammond and Bransford, 2005).

Over the past several decades, there has been a growth in nonstandard professional work. One area where this can be seen is the academy, where tenure-track positions are being replaced by non-tenure-track (NTT) positions such as adjuncts and lecturers. Studies of nonstandard professional workers have found significant variation in job satisfaction, and this is also true for NTT faculty. Why is job satisfaction among NTT faculty so variable, and how can we understand it? Drawing on in-depth interviews with one hundred NTT faculty at two large public research universities, the author argues that NTT faculty vary in two important ways: the role of the income from their NTT job in their family and their pathway to the NTT position. The author develops a typology of NTT faculty based on these two dimensions and argues that these two dimensions intersect in important ways that affect the job satisfaction and job experiences of NTT faculty. The only group of NTT faculty that experiences high job satisfaction are those who prefer a NTT position over a tenure-track one, and who do not rely on the income from this job as the primary source of income for their family. This research has implications for understanding the job satisfaction of other nonstandard professional workers, who may vary in similar ways.

This paper aims to explore the intersection of generational traits of millennial teachers, multiculturalism and teaching in an era of Uncertain Times. Uncertain Times, as a framework for the paper, characterizes changing aspects of the current era in which we live, such as the rise of the internet and interconnectivity, globalization and demographic diversity. The examination of millennial traits works to conceptualize how millennial teachers’ generational traits are always in a reciprocal relationship with Uncertain Times.

This paper draws upon life history (Cole and Knowles, 2001; Goodson and Sikes, 2001) and narrative methodologies (Bruner, 2002; Clandinin and Connelly, 2000; Mishler, 1990; Reissman, 2008) as methods appropriate for investigating how millennial teachers understand multicultural teaching in Uncertain Times. In presenting the analysis, a case-centered analysis with the aim of theorizing from the case (Stake, 1995) is pursued.

The paper highlights the complexity of millennial teachers’ openness to diversity and multiculturalism. Three themes are illuminated within the findings: the significance of millennial teachers’ generational ethos in their response to multiculturalism; a commitment to teaching “all students”; and teacher education’s role in re-framing multiculturalism in Uncertain Times.

Millennial teachers may understand diversity and culture through internal processes (belief systems, inclusion, thoughts and feelings) and may also process how the external realities play a part in shaping understandings of diversity. Yet, it may be difficult for them to place the external and the internal in relationship to each other. The paradox that Castells (2010) articulates – of diversity as a uniting but also a dividing force – may be a site of struggle for millennial teachers.

The paper recommends that teacher educators and teacher education programs re-frame multiculturalism in relationship to Uncertain Times, thereby providing novice teachers with ways to nuance their understanding of and commitment to multicultural education today.

Teacher educators and teacher education programs must work to prepare novice teachers for understanding the salience of diversity. This means going beyond an understanding of diversity and multiculturalism as merely honoring difference. Instead, it means placing these concepts in relation to the external context of Uncertain Times. This will assist novice teachers with recognizing the reciprocal relationship between one’s generational ethos and the external context in which one lives.

Throughout this paper, the external context in which teachers live and work is characterized through a framework of Uncertain Times, which depicts changing aspects of the current era in which we live. The following factors have been noted as significant: the rise of the internet and interconnectivity, globalization and demographic diversity. This paper considers how millennial teachers (those entering the teaching force today) consider the salience of multiculturalism in Uncertain Times.

This chapter explores the concept of entitlement among school teachers and university professors in terms of long-standing characteristics of the culture of schooling. Features of the school culture are introduced with a short excerpt from a science lesson that illustrates how the authority of a teacher's position can be substituted for the teacher's authority of knowledge or reason. Introduction of the concept of the authority that arises from experience leads to discussion of entitlement arising from viewing teaching as a gift rather than a service. If teaching is a service, are students not entitled to a voice in their learning? To illustrate, a three-decade project to develop students' voice and responsibility in their learning is discussed. Given the unique characteristics of teaching and teacher education, the chapter closes with the suggestion that the ultimate indication of teacher entitlement may be teachers not realizing the importance of teaching their students how to learn.

Purpose – The purpose of this chapter is to define and explain a curriculum of parents, its purpose and importance as an addition to teacher education curriculum, and how the author lives out this curriculum alongside teacher candidates.

Approach – The chapter gives an account of the author's narrative inquiry into the lived experiences of two teacher candidates who were engaged in a curriculum of parents.

Findings – The chapter highlights how the teacher candidates’ acceptance of dominant notions of parents as outsiders to the processes of schooling or as individuals to be wary or fearful of was interrupted by their experiences within a curriculum of parents. An account is given of their dis/positioning as they came to “un-know” their understandings of professional as someone with power and control and to reknow it as an act of standing together with parents; as a reflection of the “person to person.”

Research implications – This initial narrative inquiry makes visible how intentionally making and living out a curriculum of parents alongside teacher candidates impacts their beliefs and assumptions about parents and the way in which they position themselves as teachers in their work with parents and families.

Value – The value of the chapter is that it is the first work that has detailed a curriculum of parents. The chapter shows the major contributions such a curriculum can add to teacher education programs – as it moves the curricular commonplace of milieu from a subordinated position in relation to the other commonplaces of student, teacher, and subject matter to one of coordination.

There is a strong body of research that indicates that teacher quality has a stronger effect on student learning than any other school-based factor. At the same time, most teacher evaluation systems have traditionally failed to distinguish among different levels of teacher effectiveness or to link evaluation results to professional development in meaningful ways. In this chapter, we compare teacher responses in S. Korea and the United States to evaluation policies. We provide initial evidence that teachers and principals in Seoul defined “effective teachers” as those who helped manage their schools in areas such as affairs/planning, curriculum/instruction, science and technology, discipline, and extra-curricular activities. In contrast, the Michigan teachers and principals in the study were more likely to view effective teachers as those who planned instruction to meet student needs and provided evidence of student engagement and learning. In addition, educators’ notions of effective teachers seemed related to their responses to new teacher evaluation policies. In particular, the teachers in Seoul strongly resisted the new teacher evaluation policies while their counterparts in Michigan either supported the new evaluation policies or at least did not actively resist them. These differences seemed related to regulative, normative, and cultural-cognitive elements associated with the teacher evaluation policies in the jurisdictions where the teachers and principals worked.

The demographic make-up of students in US public schools is becoming increasingly diverse, and a need exists to train teachers in multicultural competence. Despite this need, little research addresses multicultural competence training for in-service teachers. In this pilot study, we aimed to implement an intervention, known as a diversity dinner dialogue (DDD), in which elementary and university educators read the same diversity-related book, then gathered over dinner to discuss the book and its implications in their work.

This study used a pre-experimental study and measured participants’ reactions to the intervention, as well as changes in multicultural attitudes immediately and six months after the training.

Findings indicated that participants had positive reactions to the DDD, yet multicultural attitudes decreased after the training, a potential indication that participants encountered racial identity development processes during the intervention.

Further research is needed on DDDs and interventions affecting educator multicultural attitudes in K-12 schools and higher education.

This study contributes a new potential intervention for use in K-12 school and university partnerships that may support the development of culturally responsive teaching practices and catalyze participant experiences in racial identity development processes.

This chapter weaves together the voices of five teachers and teacher educators (two first-year classroom teachers and three teacher education faculty) collaborating to better understand socially just outcomes in the field of English language arts teacher preparation. Building from the premise that it is the seeking of multiple perspectives and the notion of voice that lie at the heart of socially just pedagogy, this collaboration aims to tell one story – a research narrative – through many voices. As White, female educator-researchers who experience privilege along a multitude of dimensions (e.g., socioeconomic status, language, race, ability, sexual orientation), the authors embrace activist-ally identities that seek to understand systemic injustices; act with an empowered and critically self-reflective sense of agency; and mobilize their resources in concert with others. This chapter narrates the authors’ learning of how activist-oriented teaching and research is (and might be) conceptualized and realized in the contexts of their work in one public high school, one K-12 charter school, and one teacher education program. Each author will share the inspirations, successes, and barriers she encountered while purposefully eliciting the perspectives, questions, and voices of multiple stakeholders, including K-12 students, cooperating school personnel, families, and other community members. Through the telling of this story as a collage of many voices, the authors hope to encourage others to act as allies for social justice on the ground – that is, in the teacher education and K-12 classrooms where we learn to teach as we consider how that learning impacts those it most directly affects.

Entitlement persists on the basis of race, gender, age, sexuality, language and able-bodiedness, despite all efforts to eradicate it – and abetted by some efforts to preserve it. Compounding this, as teachers, it is easy for us to become habituated to possessing the only knowledge of value in the room. This chapter takes place against a backdrop of movements such as Black Lives Matter, and its Australian manifestation, Aboriginal Deaths in Custody, the Me Too movement, on women's workplace rights and freedoms, movements against homophobia and transphobia, and quests for equality of accessibility. In particular, we explore the notion that Australia is a haunted nation – one that has not confronted its colonial past or properly reconciled with its first peoples and their descendants. Just as the nation needs to come to terms with its past, our conversations for this chapter will confront us with our own pasts and differing subjectivities. We make use here of our own stories in challenging entitlement, in ourselves and others.