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Diversifying the Teacher Workforce critically examines efforts
to diversify the teaching force and narrow the demographic gap
between who teaches and who populates U.S. classrooms. While the
demographic gap is often invoked to provide a needed rationale for
preparing all teachers, and especially White teachers, to work with
students of color, it is far less often invoked in an effort to
examine why the teaching force remains predominantly White in the
first place. Based on work the National Association for
Multicultural Education is engaged in on this phenomenon, this
edited collection brings together leading scholars to look closely
at this problem. They examine why the teaching force is
predominantly White from historical as well as contemporary
perspectives, showcase and report available data on a variety of
ways this problem is being tackled at the pre-service and teacher
credentialing levels, and examine how a diverse and high-quality
teaching force can be retained and thrive. This book is an
essential resource for any educator interested in exploring race
within the context of today s urban schools."
Diversifying the Teacher Workforce critically examines efforts
to diversify the teaching force and narrow the demographic gap
between who teaches and who populates U.S. classrooms. While the
demographic gap is often invoked to provide a needed rationale for
preparing all teachers, and especially White teachers, to work with
students of color, it is far less often invoked in an effort to
examine why the teaching force remains predominantly White in the
first place. Based on work the National Association for
Multicultural Education is engaged in on this phenomenon, this
edited collection brings together leading scholars to look closely
at this problem. They examine why the teaching force is
predominantly White from historical as well as contemporary
perspectives, showcase and report available data on a variety of
ways this problem is being tackled at the pre-service and teacher
credentialing levels, and examine how a diverse and high-quality
teaching force can be retained and thrive. This book is an
essential resource for any educator interested in exploring race
within the context of today s urban schools."
In recent years, researchers have considerably expanded our
understanding of the experiences of students of color and of
students who are gay, lesbian, bisexual, transgendered, and
questioning (ie. Queer). They have provided us with rich resources
for addressing racism and heterosexism; however, few have examined
the unique experiences of students who are both queer and of color,
and few have examined the heterosexist or white-centered nature of
anti-racist or anti-heterosexist education (respectively). What of
the students and educators who live and teach at the intersection
of race and sexuality? By combining autobiographical accounts with
qualitative and quantitative research on queer students of
different racial backgrounds, these essays not only trouble the
ways we think about the intersections of race and sexuality, they
also offer theoretical insights and educational strategies to
educators committed to bringing about change.
Museums are public resources that can offer rich extensions to
classroom educational experiences from tours through botanical
gardens to searching for family records in the archives of a local
historical society. With clarity and a touch of humor, Quinn
presents ideas and examples of ways that teachers can use museums
to support student exploration while also teaching for social
justice. Topics include disability and welcoming all bodies,
celebrating queer people's lives and histories, settler colonialism
and decolonization, fair workplaces, Indigenous knowledge, and much
more. This practical resource invites classroom teachers to rethink
how and why they are bringing students to museums and suggests
projects for creating rich museum-based learning opportunities
across an array of subject areas.Book Features: Links museums,
classroom teaching, and social movements for justice. Focuses on
the cultural contributions of people of color, women, and other
marginalized groups. Organized around probing questions connecting
history and contemporary events, museum formats and content, and
activities. Includes pull-out themes and resources for further
reading.
Museums are public resources that can offer rich extensions to
classroom educational experiences from tours through botanical
gardens to searching for family records in the archives of a local
historical society. With clarity and a touch of humor, Quinn
presents ideas and examples of ways that teachers can use museums
to support student exploration while also teaching for social
justice. Topics include disability and welcoming all bodies,
celebrating queer people's lives and histories, settler colonialism
and decolonization, fair workplaces, Indigenous knowledge, and much
more. This practical resource invites classroom teachers to rethink
how and why they are bringing students to museums and suggests
projects for creating rich museum-based learning opportunities
across an array of subject areas.Book Features: Links museums,
classroom teaching, and social movements for justice. Focuses on
the cultural contributions of people of color, women, and other
marginalized groups. Organized around probing questions connecting
history and contemporary events, museum formats and content, and
activities. Includes pull-out themes and resources for further
reading. *Winner of the 2021 Society of Professors of Education
Outstanding Book Award
This book spotlights six themes or "lenses" for understanding and
analyzing education and its relation to oppression and
anti-oppressive transformation. It brings together multiple
perspectives on anti-oppressive education from various contexts,
including K-12 schools, teacher education programs, postsecondary
institutions, and community-based organizations. The book provides
an array of practical and theoretical resources for educators to
explore and innovate ways to confront and dismantle racism, sexism,
classism, heterosexism and other forms of oppression in education.
Significantly, this 2nd edition boasts ten new chapters as well as
new or considerably revised Conversations for each of the six
Parts. The chapters provide readers with diverse perspectives for
considering anti-oppressive education from a range of content areas
in K-12, postsecondary, and community contexts; student and
educator populations; social differences; activities; and research
methodology. In addition, this new edition significantly amplifies
the perspectives and experiences of youth, including those from
Southeast Asian, South Asian, and African American communities.
The phrase "teaching for social justice" is often used, but not
always explained. What does it look like to teach for social
justice? What are the implications for anti-oppressive teaching
across different areas of the curriculum? Drawing on his own
experiences teaching diverse grades and subjects, leading author
and educator Kevin Kumashiro examines various aspects of
anti-oppressive teaching and learning in six different subject
areas. Celebrating 10 years as a go-to resource for K-12 teachers
and teacher educators, this third edition of the bestselling
Against Common Sense features: * A new introduction that addresses
the increased challenges of anti-oppressive teaching in an era of
teacher evaluations, standardization and ever-increasing
accountability. * End of chapter teacher responses that provide
subject-specific examples of what anti-oppressive teaching really
looks like in the classroom. * End of chapter questions for
reflection that will enhance comprehension and help readers
translate abstract ideas into classroom practice. * Additional
readings and resources to inspire students to further their social
justice education. Compelling and accessible, Against Common Sense
continues to offer readers the tools they need to begin teaching
against their common sense assumptions and toward social justice.
In recent years, researchers have considerably expanded our
understanding of the experiences of students of color and of
students who are gay, lesbian, bisexual, transgendered, and
questioning (ie. Queer). They have provided us with rich resources
for addressing racism and heterosexism; however, few have examined
the unique experiences of students who are both queer and of color,
and few have examined the heterosexist or white-centered nature of
anti-racist or anti-heterosexist education (respectively). What of
the students and educators who live and teach at the intersection
of race and sexuality? By combining autobiographical accounts with
qualitative and quantitative research on queer students of
different racial backgrounds, these essays not only trouble the
ways we think about the intersections of race and sexuality, they
also offer theoretical insights and educational strategies to
educators committed to bringing about change.
This practical book provides teachers, teacher educators, and
school leaders with concrete strategies for doing community-based
work. By reframing the act of teaching to include working for
social change, the author pushes readers to see school and
community revitalization as reciprocal, not separate, projects.
Drawing on the strategies and tactics of community organizers and
activists, Charest describes an approach to schooling that
addresses the social and economic concerns that students and
families in under-resourced communities confront in their daily
lives. He uses a decolonial framework to examine how schools can
de-center Whiteness and reimagine curriculum and teaching. He also
shows teacher educators how they can better prepare the next
generation of civic-minded teachers to create a more just and
democratic society. This model of intentional community engagement,
when initiated by teachers and school leadership, is designed to
re-position schools to take up questions of equity, racism, and the
long-term health and well-being of individuals and communities.
Book Features: Outlines useful strategies for teachers, teacher
educators, and school leaders who want to enact community
engagement. Explores how educators can center the voices and
experiences of people of color to revitalize teaching and learning.
Explains how to build curriculum around local history to address
everyday concerns in communities. Provides community engagement
strategies for middle and high school educators.
This practical book provides teachers, teacher educators, and
school leaders with concrete strategies for doing community-based
work. By reframing the act of teaching to include working for
social change, the author pushes readers to see school and
community revitalization as reciprocal, not separate, projects.
Drawing on the strategies and tactics of community organizers and
activists, Charest describes an approach to schooling that
addresses the social and economic concerns that students and
families in under-resourced communities confront in their daily
lives. He uses a decolonial framework to examine how schools can
decenter Whiteness and reimagine curriculum and teaching. He also
shows teacher educators how they can better prepare the next
generation of civic-minded teachers to create a more just and
democratic society. This model of intentional community engagement,
when initiated by teachers and school leadership, is designed to
re-position schools to take up questions of equity, racism, and the
long-term health and well-being of individuals and communities.
Book Features: Outlines useful strategies for teachers, teacher
educators, and school leaders who want to enact community
engagement. Explores how educators can center the voices and
experiences of people of color to revitalize teaching and learning.
Explains how to build curriculum around local history to address
everyday concerns in communities. Provides community engagement
strategies for middle and high school educators.
In this dynamic book, Kevin Kumashiro offers a necessary
intervention to help progressive educators and advocates take back
public education. This book highlights how the broader Left
(progressives, liberals, Democrats, teacher unions, civil rights
organizations) are often talking about the “problem” in ways
that were framed by forces quite counter to the goals of democracy
and justice, and in so doing, advancing “solutions” that cannot
help but be counterproductive. Kumashiro explains when, why, and
how this has happened, particularly regarding the insidious nature
of popular “reforms.” He also dives into some of the biggest
battles in education today, such as affirmative action, free speech
and hate speech, bullying and violence, teacher shortages, and
student debt. Surrendered offers a different path forward for
K–12 and higher education by showing readers how to establish a
progressive agenda, employ language, and harness evidence more
effectively. Book Features: Illuminates the power of framing and
the role that language and commonsense play in shaping public
opinion and educational policy. Provides an historical overview of
the conservative forces that have shaped public education in the
United States. Examines many of the biggest battles in education
today, particularly the enduring conservative framings of these
issues. Offers progressive re-framings and concrete suggestions for
movement building. Uses accessible language, framed with personal
stories, to connect history with current debates.
In this dynamic book, Kevin Kumashiro offers a necessary
intervention to help progressive educators and advocates take back
public education. This book highlights how the broader Left
(progressives, liberals, Democrats, teacher unions, civil rights
organizations) are often talking about the "problem" in ways that
were framed by forces quite counter to the goals of democracy and
justice, and in so doing, advancing "solutions" that cannot help
but be counterproductive. Kumashiro explains when, why, and how
this has happened, particularly regarding the insidious nature of
popular "reforms." He also dives into some of the biggest battles
in education today, such as affirmative action, free speech and
hate speech, bullying and violence, teacher shortages, and student
debt. Surrendered offers a different path forward for K-12 and
higher education by showing readers how to establish a progressive
agenda, employ language, and harness evidence more effectively.
Book Features: Illuminates the power of framing and the role that
language and commonsense play in shaping public opinion and
educational policy. Provides an historical overview of the
conservative forces that have shaped public education in the United
States. Examines many of the biggest battles in education today,
particularly the enduring conservative framings of these issues.
Offers progressive re-framings and concrete suggestions for
movement building. Uses accessible language, framed with personal
stories, to connect history with current debates.
In his latest book, leading educator and author Kevin Kumashiro
takes aim at the current debate on educational reform, paying
particular attention to the ways that scapegoating public school
teachers, teacher unions, and teacher educators masks the real,
systemic problems. He convincingly demonstrates how current trends,
like market-based reforms and fast-track teacher certification
programs are creating overwhelming obstacles to achieving an
equitable education for all children. Bad Teacher! highlights the
common ways that both the public and influential leaders think
about the problems and solutions for public education, and suggests
ways to help us see the bigger picture and reframe the debate.
Compelling, accessible, and grounded in current initiatives and
debates, this book is important reading for a diverse audience of
policy makers, school leaders, parents, and everyone who cares
about education.
Just in time for the 2008 elections, ""The Seduction of Common
Sense"" offers a powerful examination of current education policy
initiatives as framed by the rhetoric of the political Right and
the political Left. Critical of both sides, Kumashiro first
provides a searching look at the Right and shows why it has
succeeded so well in winning the debate about the purposes and
possibilities of education. Here he brilliantly illuminates how the
Right uses particular ""frames"" - appeals to conservative notions
of the traditional family, free enterprise, goodness, and fear - to
shape the public's common sense ideas about schooling and build
support for its attacks on public education and social justice
reforms.
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