Self-studies in urban teacher education : preparing U.S. teachers to advance equity and social justice

Self-studies in urban teacher education : preparing U.S. teachers to advance equity and social justice / Adrian D. Martin, editor.

This book critically explores pedagogical activities, policies, and coursework that teacher education programs can provide to more fully prepare teacher candidates and in-service educators for professional practice in urban schools. It illustrates how teacher educators from across the United States...

Full description

Saved in:
Bibliographic Details
Other Authors: Martin, Adrian D. (Editor)
Format: eBook
Language:English
Published: Singapore : Springer, 2022.
Series:Self study of teaching and teacher education practices ; v. 25.
Subjects:
Teachers > Training of > United States.
Teachers > Training of
Formació del professorat.
Justícia social.
United States
Estats Units d'Amèrica.
Llibres electrònics.
Online Access:Click for online access
Table of Contents:
  • Intro
  • Foreword
  • References
  • Contents
  • Chapter 1: Self-Studies in Urban Teacher Education: An Introduction
  • 1.1 S-STEP as an Entry Point for Urban Teacher Education
  • 1.2 Self-Studies in U.S. Urban Teacher Education
  • References
  • Part I: Preparing Teacher Educators and Teachers for Urban Education Contexts
  • Chapter 2: Collectively Caring: Co-Creating a Critical Feminist Community of Teacher Educators
  • 2.1 Co/Autoethnographic Self-Study
  • 2.2 Co-Creations of Our Critical Feminist Learning Community
  • 2.2.1 Our Unknowable Context
  • 2.2.2 Fluidity of Power
  • 2.2.3 Emotions, Mind, and Body: Recognizing Ourselves in the Class
  • 2.2.4 Care Births Courage
  • 2.2.5 Discomfort: Hearts Broken and Minds Open
  • 2.2.6 Need to Act, Need to React
  • 2.3 Being a Feminist Educator in P-16 Classrooms
  • 2.3.1 Empower Students Individually and Collectively
  • 2.3.2 Legitimize Students' Multiple Ways of Knowing
  • 2.3.3 Engage Students' Whole Selves in the Curriculum
  • 2.4 Conclusion
  • References
  • Chapter 3: Tourist Teachers and Layers of Colonization: Lessons from New Mexico
  • 3.1 Tourist Teachers and Layers of Colonization: Lessons from New Mexico
  • 3.2 History and Place in New Mexico
  • 3.2.1 Contested Homelands
  • 3.2.2 A New Mexican Critical Pedagogy of Place
  • 3.3 Methodology
  • 3.4 Findings
  • 3.4.1 The Trap of the Tourist Teacher
  • 3.4.1.1 Implications for Assignments
  • 3.4.2 Time and Trust
  • 3.5 Discussion and Implications
  • 3.6 Conclusion
  • References
  • Chapter 4: How Do We Praxis? Becoming Teachers of Diverse Learners in Urban Environments
  • 4.1 Theoretical Framework
  • 4.2 Methodology
  • 4.3 Outcomes
  • 4.3.1 Becoming the Teacher in an Urban Environment: Chelsie's Narrative
  • 4.3.2 Becoming Teacher Educator in Urban Environments: Christi's Narrative
  • 4.4 Discussion and Implications
  • References
  • Part II: Race, Culture, and Urban Teacher Education
  • Chapter 5: Teaching Black: Common Eyes All See the Same
  • 5.1 Theoretical Framework
  • 5.2 Methods
  • 5.2.1 Participants
  • 5.2.2 Data Collection and the Research Process
  • 5.2.3 Data Analysis
  • 5.3 Findings
  • 5.3.1 Teaching Black as Disruptive
  • 5.3.2 Teaching Black as Subversive
  • 5.4 Discussion
  • 5.4.1 Community Building as Self-Care
  • 5.4.2 Schools as White Spaces
  • 5.4.3 Teacher Quality and Urban Teacher Preparation
  • 5.5 Recommendations and Conclusion
  • 5.5.1 Leadership and Collaboration
  • 5.5.2 Racial Affinity Groups
  • 5.5.3 Diverse Teacher Educators and Teachers
  • 5.5.4 Black and Brown School Leaders
  • 5.6 Conclusion
  • 5.6.1 To Malcom, Teaching Black Means...
  • 5.6.2 To Michael, Teaching Black Means...
  • 5.6.3 To Monique, Teaching Black Means...
  • 5.6.4 To Lia, Teaching Black Means...
  • 5.6.5 To LaChan, Teaching Black Means...
  • 5.6.6 From Then to Know: Where We Are Today
  • References

Similar Items