Rex, L. & Juzwik, M. M. (Eds.). (2011, Cresskill, NJ: Hampton Press).
This volume is a resource for teacher educators who wish to explore the consequences of classroom narrative practices and the value-laden stances such practices enact. Chapters guide teacher educators to ask the following questions in assessing their own classroom narratives as well as those of teachers and teacher candidates with whom they work: How do we invite and maintain student participation in difficult conversations? How can cultural differences in classrooms becomes resources for all to learn? How do we evaluate the moral and ethical dimensions of our interactional choices?
Examples and end of chapter questions for reflection invite readers to analyze and question the narratives they and their students tell during tense conversations involving cultural difference. The chapters stimulate consideration of how such narratives evoke moral stances that impact teaching and learning. Such considerations raise complicated ethical dilemmas that can evoke rich discussions among teachers and teacher educators about how to engage in equitable and inclusive classroom dialogues.