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Teaching to Change the World is an up-to-the-moment, engaging,
social justice-oriented introduction to education and teaching, and
the challenges and opportunities they present. Both foundational
and practical, the chapters are organized around conventional
topics but in a way that consistently integrates a coherent story
that explains why schools are as they are. Taking the position that
a hopeful, democratic future depends on ensuring that all students
learn, the text pays particular attention to inequalities
associated with race, social class, language, gender, and other
social categories and explores teachers' role in addressing them.
This thoroughly revised fifth edition remains a vital introduction
to the profession for a new generation of teachers who seek to
become purposeful, knowledgeable practitioners in our ever-changing
educational landscape-for those teachers who see the potential for
education to change the world. Features and Updates of the New
Edition: * Fully updated Chapter 1, "The U.S. Schooling Dilemma,"
reflects our current state of education after the 2016 U.S.
presidential election. * First-person observations from teachers,
including first-year teachers, continue to offer vivid, authentic
pictures of what teaching to change the world means and involves. *
Additional coverage of the ongoing effects of Common Core
highlights the heated public discourse around teaching and
teachers, and charter schools. * Attention to diversity and
inclusion is treated as integral to all chapters, woven throughout
rather than tacked on as separate units. * "Digging Deeper"
resources on the new companion website include concrete resources
that current and future teachers can use in their classrooms. *
"Tools for Critique" provides instructors and students questions,
prompts, and activities aimed at encouraging classroom discussion
and particularly engaging those students least familiar with the
central tenets of social justice education.
Teaching to Change the World is an up-to-the-moment, engaging,
social justice-oriented introduction to education and teaching, and
the challenges and opportunities they present. Both foundational
and practical, the chapters are organized around conventional
topics but in a way that consistently integrates a coherent story
that explains why schools are as they are. Taking the position that
a hopeful, democratic future depends on ensuring that all students
learn, the text pays particular attention to inequalities
associated with race, social class, language, gender, and other
social categories and explores teachers' role in addressing them.
This thoroughly revised fifth edition remains a vital introduction
to the profession for a new generation of teachers who seek to
become purposeful, knowledgeable practitioners in our ever-changing
educational landscape-for those teachers who see the potential for
education to change the world. Features and Updates of the New
Edition: * Fully updated Chapter 1, "The U.S. Schooling Dilemma,"
reflects our current state of education after the 2016 U.S.
presidential election. * First-person observations from teachers,
including first-year teachers, continue to offer vivid, authentic
pictures of what teaching to change the world means and involves. *
Additional coverage of the ongoing effects of Common Core
highlights the heated public discourse around teaching and
teachers, and charter schools. * Attention to diversity and
inclusion is treated as integral to all chapters, woven throughout
rather than tacked on as separate units. * "Digging Deeper"
resources on the new companion website include concrete resources
that current and future teachers can use in their classrooms. *
"Tools for Critique" provides instructors and students questions,
prompts, and activities aimed at encouraging classroom discussion
and particularly engaging those students least familiar with the
central tenets of social justice education.
In schools serving high concentrations of bilingual learners, it
can be especially challenging for teachers to maintain commitments
to equity minded instruction while meeting the demands of new
educational policies, including national standards. This book
details how one school integrated equity pedagogy into
standards-based curriculum and produced exemplary levels of
achievement. As the authors illustrate, however, the school's dual
commitment to bilingual education and standards-based reform
engendered numerous complex tensions. Specifically, the authors
describe teachers' attempts to balance demands for rigor and
content coverage within their high-performing school and with their
diverse student population. They identify specific tensions that
emerged, concerning: The degree of academic struggle that is
generative for student learning, and the point at which such
struggle becomes counterproductive. The holding of high
expectations for all learners and the provision of differentiated,
student-centered learning experiences. The CCSS emphasis on
engaging students around more complex text and the contested
determination of what constitutes complexity in text and in
teaching. The influence of high-stakes accountability on school
norms and practices, including teachers' interpretations and
enactment of new national standards. The performance pressures
placed on teachers in today's educational policy context. This
timely book illustrates what can happen when a school's teachers
embrace equity pedagogy while navigating policy-related pressures.
It offers a cogent counternarrative to traditional accounts of
standards-based reform, especially for emerging bilingual students.
In schools serving high concentrations of bilingual learners, it
can be especially challenging for teachers to maintain commitments
to equity minded instruction while meeting the demands of new
educational policies, including national standards. This book
details how one school integrated equity pedagogy into
standards-based curriculum and produced exemplary levels of
achievement. As the authors illustrate, however, the school's dual
commitment to bilingual education and standards-based reform
engendered numerous complex tensions. Specifically, the authors
describe teachers' attempts to balance demands for rigor and
content coverage within their high-performing school and with their
diverse student population. They identify specific tensions that
emerged, concerning: The degree of academic struggle that is
generative for student learning, and the point at which such
struggle becomes counterproductive. The holding of high
expectations for all learners and the provision of differentiated,
student-centered learning experiences. The CCSS emphasis on
engaging students around more complex text and the contested
determination of what constitutes complexity in text and in
teaching. The influence of high-stakes accountability on school
norms and practices, including teachers' interpretations and
enactment of new national standards. The performance pressures
placed on teachers in today's educational policy context. This
timely book illustrates what can happen when a school's teachers
embrace equity pedagogy while navigating policy-related pressures.
It offers a cogent counternarrative to traditional accounts of
standards-based reform, especially for emerging bilingual students.
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