As I opened the pages of this book for the first time, I was tempted to reflect on how many works on teacher education published in 2019 might already be out of date. If it is true that the Covid-19 experience will be a watershed in our perception of schooling (a proposition that I am not entirely convinced by, although I’d like to be!), then we need a more profound rethinking of professional training than was envisaged by most authors writing even as recently as one year ago. It did not take many pages exploring this fascinating text, however, to dispel these thoughts. My preliminary distractions were quickly replaced by a kind of awe at what the author of this extremely personal narrative is trying to achieve. Professor Mercado’s purpose and methodology are evident from the first pages: indeed, they are revealed ahead of time in the Series Editor’s Foreword, where Peter Smagorinsky provides a background to her autoethnographic approach and to her career-long commitment as a literacy advocate working with bilingual, mainly Latinx, communities which comprise some of New York’s most vulnerable and underprivileged children. This is not a textbook – and it is certainly not a handbook with specific strategies for teacher education, although there are clear methodological implications in what Prof Mercado has to say. It is a deeply personal, passionate and self-analytical account of one professional life dedicated to helping children at risk by exploring strategies and training educators who can engage young people by activating their voluminous but often ignored community funds of knowledge. As such, this is a timeless and universal work, and while it is rooted in late 20th century and early 21st century educational contexts in a highly specific geographical location, Prof Mercado’s insights and reflections carry a message for teacher education and practising educators in many other venues, not least those in international schools that serve populations at the opposite end of the class system to those who were the focus of the author’s attention. Readers who are not familiar with autoethnography as a research tool may be surprised at the narrative style they encounter as Prof Mercado’s account shifts between different styles of writing. The book opens with an account of her early life and her family, describing relocation to New York from Puerto Rico in the last 1940’s and her perceptions as the family home moved across the city, exposing the young author to a range of school and social environments. These accounts are crucial 972832 JRI0010.1177/1475240920972832Journal of Research in International EducationBook Reviews book-review2020

中文翻译：

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书评：在复杂和不确定的时代导航教师教育

当我第一次打开这本书的页面时，我很想思考 2019 年出版的有多少关于教师教育的著作可能已经过时了。如果 Covid-19 的经历真的会成为我们对学校教育的看法的分水岭（我并不完全相信这个命题，尽管我很愿意！），那么我们需要对专业培训进行更深刻的反思甚至在一年前，大多数作者的写作都比想象的要好。然而，探索这本引人入胜的文本并没有花多少页就消除了这些想法。我最初的分心很快被一种对这个极其个人化的叙述的作者试图实现的目标的敬畏所取代。Mercado 教授的目的和方法从第一页就很明显：确实，它们在系列编辑的前言中提前揭晓，彼得·斯马戈林斯基（Peter Smagorinsky）在其中介绍了她的自我民族志方法和她作为扫盲倡导者的职业生涯承诺，与双语（主要是拉丁裔）社区合作，这些社区包括纽约一些最脆弱和贫困儿童。这不是一本教科书——当然也不是一本包含教师教育具体策略的手册，尽管 Mercado 教授所说的有明确的方法论意义。这是一个非常个人化、充满激情和自我分析的职业生涯，它致力于通过探索策略和培训教育者来帮助处于危险中的儿童，这些教育者可以通过激活他们大量但经常被忽视的社区知识基金来吸引年轻人。因此，这是一部永恒而普遍的作品，虽然它植根于 20 世纪末和 21 世纪初的教育背景，在一个非常特殊的地理位置，但梅尔卡多教授的见解和反思为许多其他场所的教师教育和实践教育工作者传递了信息，尤其是那些为人口服务的国际学校在班级制度的另一端，那些是作者关注的焦点。不熟悉将自我民族志作为研究工具的读者可能会对他们遇到的叙事风格感到惊讶，因为 Mercado 教授的叙述在不同写作风格之间转换。这本书开篇讲述了她的早年生活和她的家人，描述了 1940 年代从波多黎各搬到纽约的经历，以及她对家庭住宅穿越城市的看法，让年轻的作者接触到一系列的学校和社会环境。这些账户很关键 972832 JRI0010.1177/1475240920972832Journal of Research in International EducationBook Reviews book-review2020