ABSTRACT
The growing diversity and the widening achievement gaps experienced by many students from culturally, linguistically, and racially diverse groups suggest the pressing imperatives to address the challenges and opportunities afforded by superdiversity in K–12 schooling and teacher education. This introduction begins with the purpose of the book, which is to consider teacher education and professional development through the lens of superdiversity to recognize the increasingly complex categories of immigrants and refugees in a global and mobile society. Also highlighted is that superdiversity applies to Indigenous people while also recognizing their rights as distinct and some of the issues separate from people who have migrated (maybe: their unique rights as the original inhabitant of North America). The (introduction) chapter then provides an overview of the individual chapters in the three sections of the book that address the context, research, and practices of teacher education and teacher professional development in a time of superdiversity. The chapter concludes by highlighting five conceptual shifts from a diversity stance to a superdiversity lens emerged from the collective work of the volume to guide institutional transformations in teacher education, as well as changes in policy and practice that need to occur in this era of superdiversity, that have become even more amplified by the COVID-19 pandemic.
