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This book highlights the work of Rise for Racial Justice, an
organization that launched a public racial literacy campaign in
2020 when the nation's interest in exploring the history and
present reality of anti-Black police violence was at a high.
Protests following the murder of George Floyd focused the public's
attention on anti-Black racism, sparking calls for racial justice.
There was a resulting demand for antiracism training to help make
sense of the ongoing twin pandemics of anti-Black racism and White
supremacy. This book makes a unique contribution to the discussion
about antiracism training for K-12 school communities. In Rise for
Racial Justice: How to Talk About Race With Schools and
Communities, the authors draw on the experiences of antiracism
facilitators as they teach about race, racism, and racial justice.
This book shares curricula, pedagogical strategies, tools, and
practices that support the learning and engagement of educators and
youth learners. Book Features: Examples of curricula and suggested
pedagogy for antiracism training geared toward teachers and other
adults in leadership and/or parenting roles. Tools to help school
communities talk about race and racism, as well as practices for
pursuing racial justice. Practical, narrative-based advice about
the opportunities and challenges of engaging in antiracism
training.
The coaching metaphor first entered the educational literature over
twenty-five year ago when Ted Sizer urged classroom teachers to
model the pedagogical relationship between coaches and athletes.
Yet, since then, educators have rarely drawn direct lessons from
the athletic arena for their practice... until now. DeMeulenaere,
Cann, Malone and McDermott, in this groundbreaking analysis,
explore the implications of athletic coaching for improved
pedagogy. They offer concrete lessons and suggestions for best
practices in the classroom. "Reflections from the Field is quite
simply a tour de force - one of the most powerful books on
teachers, teaching, and learning I have read. Compelling, useful,
and emotionally inspiring, it should be read by every pre-service
teacher, teacher-educator and practicing educator in the U.S."
-From the Foreword by Sarah Michaels, Co-Author of Ready, Set,
Science , Professor of Education at Clark University "Reflections
from the Field is an invitation to meet a set of teachers who are
reflective practitioners, relationship-builders, and also, not
coincidentally, coaches - they know how to improvise, how to
nourish and challenge, how to recognize the uniqueness of each and
power of all, and how to dance the dialectic between thought and
action. This vivid kaleidoscope offers an opportunity to see how
it's done." -William Ayers, Author of To Teach, Distinguished
Professor of Education and Senior University Scholar at the
University of Illinois, Chicago (retired)
The coaching metaphor first entered the educational literature over
twenty-five year ago when Ted Sizer urged classroom teachers to
model the pedagogical relationship between coaches and athletes.
Yet, since then, educators have rarely drawn direct lessons from
the athletic arena for their practice... until now. DeMeulenaere,
Cann, Malone and McDermott, in this groundbreaking analysis,
explore the implications of athletic coaching for improved
pedagogy. They offer concrete lessons and suggestions for best
practices in the classroom. "Reflections from the Field is quite
simply a tour de force - one of the most powerful books on
teachers, teaching, and learning I have read. Compelling, useful,
and emotionally inspiring, it should be read by every pre-service
teacher, teacher-educator and practicing educator in the U.S."
-From the Foreword by Sarah Michaels, Co-Author of Ready, Set,
Science , Professor of Education at Clark University "Reflections
from the Field is an invitation to meet a set of teachers who are
reflective practitioners, relationship-builders, and also, not
coincidentally, coaches - they know how to improvise, how to
nourish and challenge, how to recognize the uniqueness of each and
power of all, and how to dance the dialectic between thought and
action. This vivid kaleidoscope offers an opportunity to see how
it's done." -William Ayers, Author of To Teach, Distinguished
Professor of Education and Senior University Scholar at the
University of Illinois, Chicago (retired)
This book highlights the work of Rise for Racial Justice, an
organization that launched a public racial literacy campaign in
2020 when the nation's interest in exploring the history and
present reality of anti-Black police violence was at a high.
Protests following the murder of George Floyd focused the public's
attention on anti-Black racism, sparking calls for racial justice.
There was a resulting demand for antiracism training to help make
sense of the ongoing twin pandemics of anti-Black racism and White
supremacy. This book makes a unique contribution to the discussion
about antiracism training for K–12 school communities. In Rise
for Racial Justice: How to Talk About Race With Schools and
Communities, the authors draw on the experiences of antiracism
facilitators as they teach about race, racism, and racial justice.
This book shares curricula, pedagogical strategies, tools, and
practices that support the learning and engagement of educators and
youth learners. Book Features: Examples of curricula and suggested
pedagogy for antiracism training geared toward teachers and other
adults in leadership and/or parenting roles. Tools to help school
communities talk about race and racism, as well as practices for
pursuing racial justice. Practical, narrative-based advice about
the opportunities and challenges of engaging in antiracism
training.
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