ABSTRACT
This groundbreaking book uses a comprehensive study of a novel Master of Education program to showcase how teachers can be engaged in authoritative equity‑based research, using comparative education theory, inquiry‑based pedagogy, and the UNESCO SDGs as powerful frameworks. By developing agency to advance culturally sustaining and humanizing practices, it demonstrates how teachers can promote equity in their classrooms and communities. The central premise of the program is that teachers must become comparative, global, and local action researchers to have agency in their practice and to become effective advocates for the cultural and learning needs of their students, especially those in disadvantaged contexts or “learning at the bottom of the pyramid.” By learning comparative framing and social science methods, reviewing the literature to select verifiable educational research, and developing and implementing a plan for action research, this book offers new ideas for how teachers can effectively respond to recent UNESCO calls to reimagine and create promising futures locally. By providing formative and summative evidence of culturally and socially transformative learning, and showcasing how teacher educators can engage teachers in authoritative justice‑inquiry‑based research, this book will appeal to scholars, faculty, and researchers of comparative education and teacher education, and development.
TABLE OF CONTENTS
part I|66 pages
Learning to Advance Equitable and Sustainable Education in an Online Graduate Program
chapter 1|30 pages
Empowering Teachers for Sustainable and Equitable Education
part II|102 pages
Exploring Learning Environments in Primary and Secondary Education
chapter 4|20 pages
Implementing Social-Emotional Learning in a U.S. Primary School
chapter 5|21 pages
Integrating Technology and Access to Digital Literacy in Secondary Education in British Columbia
chapter 6|20 pages
Examining Postcolonialism in Secondary English Curriculum in Hawai'i
chapter 7|19 pages
Implementing Cultural Pluralism and Classroom-based Multicultural Democratic Education
part III|82 pages
Exploring Learning Environments to Procure Equitable Access to Relevant Skills for Decent Work
chapter 8|20 pages
Exploring Factors Impacting Female Underrepresentation in STEM in New Taipei City
chapter 10|20 pages
Developing Inclusive Pedagogy
chapter 11|20 pages
Developing Cultural Pluralism in Adult English Language Learning Education
part IV|12 pages
Equity, Sustainability, and the Future of Teacher Education and Development