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Preparing and Sustaining Social Justice Educators spotlights the
challenging and necessary work of fostering social justice in
schools. Integral to this work are the teachers and school leaders
who enact the principles of social justice—racial equity,
cultural inclusivity, and identity acceptance—daily in their
classrooms. This volume makes the case that high-quality public
education relies on the recruitment, professional development, and
retention of educators ready to navigate complex systemic and
structural inequities to best serve vulnerable student populations.
Annamarie Francois and Karen Hunter Quartz, along with contributing
scholars and practitioners, present an intersectional approach to
educational justice that is grounded in research about deeper
learning, community development, and school reform. Throughout the
book, the contributors detail professional activities proven to
sustain social justice educators. They show how effective teacher
coaching, for example, encourages educators to confront their
explicit and implicit biases, to engage in critical conversations
and self-reflection, and to assess teacher performance through a
social justice lens. The book illustrates how professional learning
collaborations promote diverse, antiracist, and socially
responsible learning communities. Case studies at three
university-partnered K–12 schools in Los Angeles, demonstrate the
benefits of these professional alliances and practices. Francois
and Quartz acknowledge the difficulty of the social justice
educator’s task, a challenge heightened by a K–12 teacher
shortage, an undersupplied teacher pipeline, and school closures.
Yet they keep their sights set on a just and equitable future, and
in this work they give educators the tools to build such a future.
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