(NAME-MCE) TEACHER EDUCATION YEARBOOK XIX: Valuing Cultural Diversity that is Natural, Authentic, and Holistic: Cultural Competence in P-12 Classrooms, Schools, and Higher Education

[Christine Clark]

PLEASE NOTE CHANGE OF SUBMISSION DATE

PAPERS MUST BE RECEIVED BY DECEMBER 1, 2010.

REQUEST FOR RESEARCH REPORTS

TEACHER EDUCATION YEARBOOK XIX:

Valuing Cultural Diversity that is Natural, Authentic, and Holistic:

Cultural Competence in P-12 Classrooms, Schools, and Higher Education

Sponsored by the Association of Teacher Educators

Peer Reviewed

Published by Scarecrow Education

(An imprint of the Rowman & Littlefield Publishing Group)

Edited by

Nancy P. Gallavan, University of Central Arkansas, and

Cheryl J. Craig, University of Houston

The Association of Teacher Educators (ATE) announces requests for  
research reports for Teacher Education Yearbook XIX: Valuing Cultural  
Diversity that is Natural, Authentic, and Holistic: Cultural  
Competence in P-12 Classrooms and Higher Education. This Yearbook, a  
peer-reviewed journal, is scheduled for distribution in February 2011.  
The conceptual framework of the Yearbook is based on a triadic  
definition of scholarship: the production of knowledge, the  
interpretation and synthesis of knowledge, and the application of  
knowledge. Each year, research reports based on a significant topic of  
interest to ATE members are solicited for publication in the Yearbook.  
All research reports are blind reviewed and selected papers are  
published as chapters. A responder may react to the papers chosen for  
publication. The responder synthesizes, interprets, and applies  
results drawn from the selected research papers. Both authors and  
responders are invited to present their scholarly work at the 2011 ATE  
conference at a Teacher Education Yearbook research report session.

Topic of Yearbook XIX

It is the intent of Yearbook XIX to provide educators, policy makers,  
and community members with research-based knowledge concerning how  
classroom teachers, school administrators, and teacher educators value  
cultural diversity in ways that are natural, authentic, and holistic  
to ensure cultural competence. Research findings and implications  
related to valuing cultural diversity should be illustrative of  
cultural competence in P-K classrooms, schools, and higher education.  
The importance of valuing cultural diversity has existed in the field  
of education for centuries as democratic principles and social  
justice. Yet the field became more formalized as multicultural  
education beginning in the 1980s and as cultural competence during the  
early 2000s. As the racial, ethnic, linguistic, and religious  
demographics continue to change across the U.S., all P-12 and higher  
education classrooms and schools have encountered opportunities to  
grow and develop to offer success for everyone.

Hence, the XIX issue of the Yearbook will address such matters as 1)  
What programs and strategies are used or should be used to introduce  
the concepts, vocabulary, practices, and contexts for valuing cultural  
diversity and ensuring cultural competence in P-12 classrooms and  
schools? 2) What practices and materials are used or should be used in  
P-12 classrooms and schools to advance the conversation among  
students, educators, and/or community members? 3) What approaches and  
strategies for delving into cultural diversity and ensuring cultural  
competence are practiced or should be practiced in higher education?  
4) What is the relationship between teachers and teacher educators  
professional development and the teaching and learning opportunities  
they afford students, classroom teachers, teacher candidates, and  
teacher educators? 5) What policies, perspectives, and procedures are  
in place or need to be in place to support the development of cultural  
diversity and cultural competence in classrooms, schools, and higher  
education?

To address these questions and many other inquiries, the research  
papers submitted may be definitional, theoretical, conceptual, and/or  
field-based (situated in the schools/teacher education programs/other  
teacher learning settings). Central to the manuscripts will be the  
implications of the assembled research; the potential influence the  
research findings could have on practice, theory, and in the policy  
arena; and how particular perspectives, strategies, and approaches  
could lead to fruitful educational and societal change.

Research Paper Format

Submissions must be completed papers (not previously published) and  
must not exceed 25 pages (including references and appendices, double  
spaced, Times Roman, 12 pt). Editors request that pages be numbered.  
Tables and figures should be placed at the end of the text. Authors  
should follow APA fifth edition guidelines throughout the manuscript.

Include the following in your submission:

1. Cover page: title of paper, author(s), institution(s), mailing  
address, e-mail address, telephone number, and fax number of first  
author.

2. Author(s) biographical sketch (50 words). Include your name, title,  
department, institution, and a brief description of your current  
research interests and publications.

3. One copy of abstract (150 words) and paper.

4. One self-addressed stamped envelope.

5. An electronic version of the requested information (on CD or via  
email, MS Word preferred) in three separate files: (a) cover page, (b)  
biographical sketch, (c) abstract and paper.

Submit materials to:

Nancy P. Gallavan, Co-Editor Teacher Education Yearbook XIX

201 Donaghey Avenue, MASH 114

University of Central Arkansas

Conway, AR 72035

Telephone: 501.450.5497

Email Address: ngallavan at uca.edu


PAPERS MUST BE RECEIVED BY DECEMBER 1, 2010.

———
Christine Clark, Ed.D.
chriseclark at mac.com
702.896.1527 Telephone
702.896.4529 Facsimile
702.985.6979 Cellular

"What are the standards that we have?  If we're concerned about  
unarmed truth--understanding this condition of truth is allowing  
suffering to speak--and unconditional love--understanding justice is  
what love looks like in public--then the question is, what suffering  
voices do we hear...and what kinds of concerns about justice are made  
manifest...?

                                                                                                                                                 —Cornell 
  West