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A literary criticism of the book "Reimagining the Call to Teach: A Witness to Teachers and Teaching" by David Hansen is presented. Topics include talks about the sense of a philosopher/educator's dedication to live a caring life with a deep level of ethical commitment to self, others and the cosmopolitan world.

This qualitative study explores the possibilities of reframing multicultural teacher education in the context of critical cosmopolitanism. I examine the ways in which 34 pre-service and in-service teachers learn to teach diversity and multicultural issues in their curriculum. I use three sets of coursework materials, including course discussions, small group presentations, and midterm and final papers to investigate their conceptualisations of diversity and equity issues in education. I present two salient themes as they reframe to teach diversity by reviewing both local and global conflicts: (a) analysing the frame of recognition and (b) revisiting the notions of self-other and interrelationality. Butlerian theory of recognisability provides an important theoretical and pedagogical approach for exploring the conditions of recognition asliveable life, rather than focusing onwhat works bestfor increasing teachers’ cosmopolitan awareness. Teacher education programmes could benefit from critical cosmopolitanism when implementing a theoretical and pedagogical strategy for teaching diversity within a global context. [ABSTRACT FROM PUBLISHER]