Howe, E. R. (2022). Teacher Acculturation: Stories of Pathways to Teaching. Brill. 167 pp. ISBN 978-90-04-50358-8

Each chapter presents the story of a teacher. Their narratives are not just chronological accounts but a tapestry of learning experiences that show the significance of adaptability, cross-cultural understanding, continuous professional development, and personal growth. By integrating narrative inquiry and reflexive ethnography, Howe provides a rich international contribution of experiences and insights from teachers across different settings, including in Japan and those in different Canadian regions (e.g., British Columbia), those who have moved to Canada from other countries (such as Colombia), and those who have transitioned from Canada to teach in other nations (like Japan). The book aims to shed light on implicit and culturally embedded aspects of teaching, highlighting the significance of understanding how different dimensions of identity shape teachers’ experiences and approaches to their practices. Howe begins the book with a question and shares his experiences that shaped his teaching philosophies. The question focuses on identifying the elements that make a teacher effective. It aims to encourage readers to examine their own beliefs regarding teaching while delving into the research underpinning this fundamental inquiry. Through introspective narratives, the author highlights the intrinsic value of self-reflection in recognizing the intricate dynamics connecting personal experiences and professional growth. Howe meaningfully articulates personal experiences that have profoundly influenced his teaching philosophies and approaches. Influential key themes include the crucial roles of parental and teacher support in nurturing early literacy, the influence of diverse teaching methodologies on student engagement, and the vital role of empathy in navigating students’ adversities. For instance, in his personal journey of learning the Japanese language in Japan, the author effectively expresses how these experiences deeply shaped his empathetic perspectives towards the challenges faced by students (i.e., ESL students). This stresses the value of reflection on real-life experiences, supports teachers to better support students’ struggles, and fosters a more inclusive and effective learning environment. The diverse range of teachers’ stories in each chapter indicates various dimensions of identity linked to their acculturation. These dimensions include but are not limited to sexuality, gender, race, ethnicity, religion, socioeconomic status, Indigenous perspectives, and geographic location. In doing so, Howe underscores the nuanced interplay of identity factors in shaping teachers’ professional identities and practices. One of the standout features of the book is its diversity of voices. The inclusion of narratives from teachers of diverse gender, race, ethnicity, and socioeconomic backgrounds highlights the dynamic dimensions of teacher identity. This diversity enriches the book as it provides numerous perspectives, experiences, and insights from a broad range of backgrounds, cultures, and contexts. This helps readers gain a deeper understanding of the complexities within the context of teacher acculturation. Howe’s emphasis on the culturally embedded aspects of teaching is remarkably insightful. The stories uncover that much of what teachers learn is obtained through real-life experiences as opposed to formal training. This viewpoint challenges the traditional conventional standardized approach to teacher education, promoting more personalized and context-sensitive teaching methods. The book also critically speaks on isolation frequently encountered by novice teachers and stresses the necessity for mentorship and collaborative reflection. Howe believes that enhanced support systems within the teaching profession are essential, especially in light of the ongoing challenges posed by the COVID-19 pandemic. The book’s structure is coherent, and the chapters’ narratives are clear and easy to follow. Readers may easily find resonance with certain situations and feel validated in their own experiences. However, the book could benefit from a more comprehensive examination of the participants’ effective strategies for overcoming obstacles and changes. While each story indicates teachers’ experiences and challenges, discussing useful strategies or beliefs that helped them overcome tough situations would further enrich …