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Abstract

Policy makers and researchers in American teacher education have long called for increased numbers of minority teachers to address the cultural gap between teachers and students, particularly in urban schools. However, very little is known about what these teacher candidates bring to and what happens to them as they progress through their professional development programs. The central purpose of this case study is to gain insights on an African American teacher candidate’ perspectives on teaching about Asia in the era of globalization: its primary purpose, curriculum, and effective strategies and resources to engage students. It also explores factors that shape the teacher candidate’s perspectives and how these perspectives influenced her teaching decisions in a diverse middle school in American South.

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