Toward a Teacher- and Student-Focused Version of Comparative Education: A Perspective on the Needs and Opportunities of Practitioners

• In Event: Roundtable Session 28
  In Roundtable Session: Text, Context, and Narrating Identities of Self and Other

Abstract

From the perspective of a practitioner scholar, this paper examines the curricular artifacts of a secondary Spanish for Spanish speakers program as a form of comparative education. The author argues that comparative education as a discipline can learn from the experiences of diverse students and practitioners. Analyzing teacher and student interactions with curricular artifacts based in comparative experiences of education and literacy, this paper concludes that comparative experiences can be the source of engagement for diverse students and that comparative education as a discipline could help prepare teachers to work in comparative contexts.

Author

• Janet Marie Eckerson, University of Nebraska - Lincoln