Prelims

Half Title Page

Smudging Composition Lines of Identity and Teacher Knowledge

Series Title Page

Advances in Research on Teaching

Series Editor: Cheryl J. Craig

Co-Series Editor: Stefinee Pinnegar

Recent Volumes:

Title Page

Advances in Research on Teaching Volume 46

Smudging Composition Lines of Identity and Teacher Knowledge: Cross-Cultural Narrative Inquiries Into Teaching and Learning

Edited by

Elaine Chan

University of Nebraska-Lincoln, USA

And

Vicki Ross

Northern Arizona University, USA

United Kingdom – North America – Japan – India – Malaysia – China

Copyright Page

Emerald Publishing Limited

Emerald Publishing, Floor 5, Northspring, 21-23 Wellington Street, Leeds LS1 4DL

First edition 2024

Editorial matter and selection © 2024 Elaine Chan and Vicki Ross.

Individual chapters © 2024 The authors.

Published under exclusive licence by Emerald Publishing Limited.

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No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. Any opinions expressed in the chapters are those of the authors. Whilst Emerald makes every effort to ensure the quality and accuracy of its content, Emerald makes no representation implied or otherwise, as to the chapters' suitability and application and disclaims any warranties, express or implied, to their use.

British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library

ISBN: 978-1-83753-743-3 (Print)

ISBN: 978-1-83753-742-6 (Online)

ISBN: 978-1-83753-744-0 (Epub)

ISSN: 1479-3687 (Series)

About the Contributors

Cheri Chan is an English Language Teacher Educator based in Hong Kong. She was a former Assistant Professor in the Faculty of Education, University of Hong Kong. Cheri's areas of research include teacher mentoring, collaboration in education, critical language education and language teacher identities.

Elaine Chan is a professor of Diversity and Curriculum Studies in the Department of Teaching, Learning, and Teacher Education at the University of Nebraska-Lincoln. Her research and teaching are in the areas of: culture and curriculum, teacher education, multicultural education, cross-cultural teaching, narrative inquiry, student experiences, and educational equity policies.

Qian Chen (PhD in Curriculum and Instruction, Northern Arizona University (NAU), 2019) is a former Assistant Professor who taught at a university in China, and currently teaches bilingual multicultural education foundations at NAU and online bilingual education, and curriculum and instruction courses at American College of Education. Her research focuses on content-based language curriculum development in cross-cultural higher education contexts.

Andrea Flanagan-Bórquez is an Educational Psychologist, PhD in Sciences Education, and a former postdoctoral researcher at the Ontario Institute of Research in Education (OISE), University of Toronto. She is currently a Professor at the School of Psychology at Universidad de Valparaíso, Chile.

Sue Kyung Kim as a byproduct of Korean and US public education, Sue Kyung Kim holds a teaching credential from California, USA. After exploring various K-12 educational settings in both countries, she has been teaching IB MYP math and science at international middle schools in South Korea for the last decade.

Margaret M. Lo is an Assistant Professor and teacher educator in the Faculty of Education, University of Hong Kong. Her scholarship, teaching, and service seeks to develop critical multiliteracies in teaching English as a second language to youth in schools, and to promote teacher education for social justice and inclusion.

Vicki Ross is an Associate Professor at Northern Arizona University. She works with preservice teachers in the Elementary Education Program in the Department of Teaching and Learning. She also works with doctoral students in the Curriculum and Instruction Program. Her interests include: teacher knowledge, education, and development; mathematics education in the elementary school; narrative inquiry.

Kiyomi Sánchez-Suzuki Colegrove, PhD, is an Associate Professor of Bilingual/Bicultural at Texas State University. Using video-cued ethnography, she seeks to understand the relationship between Latinx immigrant parents and schools in the early grades and privileges parent voices to demonstrate how stakeholders can develop relationships while debunking deficit discourses.

Candace Schlein is a Professor of Curriculum Studies, Chair of the Department of Teacher Education and Curriculum Studies, and Director of the Preparing Future Faculty program at the University of Missouri-Kansas City. Her research focuses on experiential curriculum, diversity, cross-cultural teaching and learning, and narrative inquiry.

Stavros Stavrou lives and works on Treaty 6 territory and homeland of Métis nations. He does research in the area of teacher education, particularly, in the examination of anti-racism and decolonization in school mathematics using a narrative inquiry methodology.

Acknowledgments

We thank Stefinee Pinnegar for her support, guidance, and faith in our vision for this series. Also, did we mention patience? Yes, for her patience, many thanks.

We thank Michael Connelly and Cheryl Craig for captivating/inspiring our desire for a narrative understanding of education and experience.

We thank Zohreh Tamimdari, graduate student extraordinaire, for her enduring patience, keen eye for detail, and wonderful sense of humor as she helped to edit many ‘final’ drafts of this volume.

We thank our families for their ongoing support, without which this work would not have been possible.

Elaine:

I thank my husband, Morris, and our daughters, Alexandra and Lauren, for their willingness to participate in cross-cultural adventures as a family; I hope these experiences will plant the seed for a lifelong hunger for learning about diversity.

Vicki:

To my doctoral students, both past and present, I express heartfelt gratitude for the cross-cultural understandings you help me inquire into and deepen through the lives you bring into my world. Many thanks. I am a better person for having known you.