Searching for Critical Cosmopolitanism: Diversity and Social Justice Teacher Education in China

• In Event: AERA Roundtable Session 3
  In Roundtable Session: Teacher Education Programs and Possibilities

Abstract

With the increasing rapidity of globalization and digitalization in the world today, a call for critical cosmopolitanism in education that forges global relations which highlights issues of power and equity (Hawkins, 2020) is needed for cultivating globally-minded teachers with the capacity of addressing social justice issues. With one of the largest populations of teachers, China is facing rising challenges in navigating diversity and social justice issues in teacher preparation amid its rapid economic growth and quickly evolving global presence. This study interviewed Chinese pre-service teachers about their perceptions of diversity and social justice, explored how these perceptions shaped their teaching, and shed light on Chinese pre-service teachers’ experiences with globalization and modernization in the (post) COVID era.

Author

• Yuxiang Zhu, University of Wisconsin - Madison