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Reconceptualizing social justice in teacher education : moving to anti-racist pedagogy /
This edited volume explores and extends themes in contemporary educational research on teacher preparation and the evolution in social justice education to antiracist pedagogy. These times call for teacher education to reconsider how the work devoted to social justice is explicit and intentional abo...
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| Format: | Online Book |
| Language: | English |
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Cham :
Palgrave Macmillan,
2022.
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| Access: | Online version |
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| 100 | 1 | |a Browne, Susan. | |
| 245 | 1 | 0 | |a Reconceptualizing social justice in teacher education : |b moving to anti-racist pedagogy / |c edited by Susan Browne, Gaëtane Jean-Marie. |
| 264 | 1 | |a Cham : |b Palgrave Macmillan, |c 2022. | |
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| 500 | |a IntroductionPart I: Laying the Foundation and Shifting Frames in Teacher EducationChapter 1. A Deep Dive: Reconceptualizing Social Justice in Teacher EducationChapter 2. From Stories to Systems: Examining Trauma Informed Educational Practices through the Lens of Systemic Racism Chapter 3. Engaging in Advocacy and Praxis: A Faculty Collaborative for EquityPart II: Disrupting Teaching and Learning for Emancipatory Practices Chapter 4. Envisioning Spaces of Practice and Praxis: Where Does Anti-racist Pedagogy fit in Teacher Education?Chapter 5. On 'ceding space': Pushing Back on Idealized Whiteness to Foster Freedom for Students of Color Chapter 6. Beyond Teaching Racial Content: Anti-racist Pedagogy as Implementing Antiracist Practices Part III. Curricula Revitalization for Preparing Today's Pre-Service Teachers Chapter 7. More Than Knowledge and Skills: Fostering Dispositions for Urban Teaching and LearningChapter 8. Out-Cast(e)ing Teacher Education: Contouring an Anti-racist Framework of Urban Teacher Preparation Chapter 9. A New Paradigm for Preparing Teachers of Black MalesPart IV: Anchoring Field Experience/Clinical Practice: Leveraging School-Family-Community Connections Chapter 10. Growing in Understanding of Ourselves and Each Other: Preparing Teachers for Anti-racist ClassroomsChapter 11. The Teachers Our Students Need: Developing Culturally Responsive Anti-racist Activists Chapter 12. The Role of Anti-Racist Pedagogy and Practices for Clinical Interns in Professional Development SchoolsChapter 13. Clinical Experience in Urban Schools: Working Toward Anti-racist Teacher PreparationChapter 14. Conclusion. | ||
| 506 | |a Electronic access restricted to Villanova University patrons. | ||
| 588 | |a Description based on CIP data; resource not viewed. | ||
| 505 | 0 | |a Intro -- Prologue -- References -- Contents -- Notes on Contributors -- List of Figures -- List of Tables -- Part I: Laying the Foundation and Shifting Frames in Teacher Education -- Chapter 1: A Deep Dive: Reconceptualizing Social Justice in Teacher Education -- Literature Review -- Teacher Education Programs: Integrating Social Justice in PCK -- From Essentializing to Intersectionality to Ground Social Justice in Teacher Education -- Furthering the Work of Social Justice Dispositions in Teacher Education -- Historical Evolution of Multicultural Education to Social Justice | |
| 505 | 8 | |a Critical Pedagogy: Developing Learners for Democracy and Social Change -- Supporting Diverse Learners in Schools: Culturally Relevant Pedagogy -- Conclusion: Beyond Critical and Cultural Relevant Pedagogy to Anti-racist Pedagogy -- References -- Chapter 2: Envisioning Spaces of Anti-racist Pedagogy in Teacher Education Programs -- Introduction: Setting the Context -- Positionality -- Critical Race Theory in Education -- What Are We Doing? Colleges and Universities Cautiously Rise to the Challenge -- De-centering Whiteness -- Teaching Through White Guilt | |
| 505 | 8 | |a Moving Forward: Strategic Empathy and Anti-racist Pedagogy -- Continuing the Work -- Conclusion -- References -- Chapter 3: Becoming a Culturally Relevant and Sustaining Educator (CRSE): White Pre-service Teachers, Reflexivity, and the Development of Self -- Introduction -- Problem: The Case for CRSE -- Theoretical Framework: Culturally Relevant and Sustaining Education (CRSE) -- Modes of Inquiry -- Participant Observation -- Artifactual Collection -- Interviews -- Becoming Culturally Relevant and Sustaining Educators: Participants' Perspectives -- Participants -- Nikki -- Jeremy -- Nessa | |
| 505 | 8 | |a Findings -- White Educators Must Be Self-Reflexive in Their Work Toward Becoming CRSE Educators -- The Process of Enacting CRSE Practices Can Be Isolating and Lonely -- There Is No Immediate Reward for This Work -- Conclusion -- References -- Part II: Disrupting Teaching and Learning for Emancipatory Practices -- Chapter 4: Diversity-in-Action: From Data to Doing -- The Time and Place of Diversity-in-Action (DIA) at Rowan University -- Diversity-in-Action (DIA) Current Context at Rowan University -- Event That Disrupted Diversity Committee #1 -- Event That Disrupted Diversity Committee #2 | |
| 505 | 8 | |a Event That Disrupted Diversity Committee #3 -- First Steps: From Faculty Diversity Committee to Diversity-in-Action -- Diversity in Action in Action #1-C4: Coffee, Critical Conversations, and Community -- Diversity in Action in Action #2: Clarifying and Providing Resources to Support DIA's Vision -- Diversity in Action in Action #3: Perpetual Learning to Inform our Actions -- Diversity in Action Moving Forward -- References -- Chapter 5: On "Ceding Space": Pushing Back on Idealized Whiteness to Foster Freedom for Students of Color -- Emancipatory and Antiracist Pedagogy and Teaching | |
| 520 | |a This edited volume explores and extends themes in contemporary educational research on teacher preparation and the evolution in social justice education to antiracist pedagogy. These times call for teacher education to reconsider how the work devoted to social justice is explicit and intentional about its commitment to a racially just society. What does it mean for teacher education to seize this moment to confront racism and inequities that continue to perpetuate in society and school? The book highlights efforts that are being augmented to prepare teacher candidates and future faculty to address systemic racism in their teaching practices. Susan Browne is Associate Professor in the Department of Language, Literacy, and Sociocultural Education at Rowan University, USA. Brownes research interests and publications are in the areas of critical pedagogies, urban education, diverse literature, and reader response. Gaetane Jean-Marie is Dean of the College of Education at Rowan University, USA. Jean-Maries research focuses on educational equity and social justice in P12 schools, women and leadership in the P-20 system, and leadership development and preparation in a global context. . | ||
| 590 | |a Perpetual access. | ||
| 650 | 0 | |a Social justice |x Study and teaching. | |
| 650 | 0 | |a Teachers |x Training of. | |
| 650 | 0 | |a Anti-racism |x Study and teaching. | |
| 650 | 0 | |a Culturally relevant pedagogy. | |
| 655 | 0 | |a Electronic books. | |
| 700 | 1 | |a Browne, Susan, |e editor. | |
| 700 | 1 | |a Jean-Marie, Gaëtane, |e editor. |1 https://isni.org/isni/0000000077645924 | |
| 710 | 2 | |a SpringerLink (Online service) | |
| 776 | 0 | 8 | |i Print version : |z 9783031166433 |
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