Narratives of Social Justice Teaching: How English Teachers Negotiate Theory and Practice Between Preservice and Inservice Spaces (Counterpoints)
| Author | : | |
| Rating | : | 4.52 (527 Votes) |
| Asin | : | 1433101270 |
| Format Type | : | paperback |
| Number of Pages | : | 151 Pages |
| Publish Date | : | 2015-08-11 |
| Language | : | English |
DESCRIPTION:
-- Don Zancanella-At this point in the history of education, it's easy to be cynical about social justice. The essays in this book are different. Such stories, by being true to the complexities of teaching for social justice, make it possible to be hopeful again. Such stories, by being true to the complexities of teaching for social justice, make it possible to be hopeful again.- (Don Zancanella, Professor of English Education, University of New Mexico)" . They tell stories that become bridges between ideas and actions. «At this point in the history of education, it's easy to be cynical about social justice. They tell stories that become bridges between ideas and actions. Too often it seems like
An insightful collaboration Purchased in contemplation of finding first hand accounts of social inequality and the remedies narrators acted on; activities they developed and successfully utilized; while reading into the functional nodes of these proactive educators exploring and mentoring pedagogies I have found moments of inspiration which I account as bonus material accentuating the instruction examples.
This work also offers a fresh perspective on the specific, context-dependent pathways and mechanisms through which English teachers enter school culture and respond to their own racial, sexual, and financial positions in relation to the gendered, raced, and classed positions of their schools, students, and classrooms. The book will be useful to social justice researchers, English teacher educators, inservice and preservice teachers, policymakers, cross-disciplinary teacher education fields, and interdisciplinary audiences, particularly in the fields of anthropology, sociology of education, philosophy, and cultural studies.. This book documents how preservice and inservice English teachers negotiate the transfer of the social justice pedagogies they learn in university methods classes to their own work as beginning full-time teachers. Based on a set of teacher narratives, this critical and evidence-based view of English teachers’ interpretations of, responses to, and embodiments of social justice explores the complex shifts and concessions that English teachers often make when transitioning between preservice and inservice spaces – shifts which cause teachers to embrace and negotiate a social j
Most recently sj published (co-authored with Linda Norris) Unpacking the Loaded Teacher Matrix: Negotiating Space and Time Between University and Secondary English Classrooms which received the Richard A. Currently, he is writing two books: A Search Past Silence: Exploring Literacy in the Life of a Young Black Man and The Promise in their Eyes: Using Youth Culture to Teach Secondary English (with others).