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A sequel to the classic Fires in the Bathroom that illuminates what
adolescents most need from teachers in today's upsetting times The
context in which adolescents are learning has shifted radically
since students first offered blunt advice to high school teachers
in the groundbreaking Fires in the Bathroom, a perennial
bestseller. Now their world is changing at warp speed, and
classrooms too are seething with anxiety. This sequel raises the
voices of diverse youth around the nation as they live through the
mind-bending quandaries of this era and ask their teachers to
notice. In Fires in Our Lives, Kathleen Cushman and her co-authors
Kristien Zenkov and Meagan Call-Cummings (both leaders in bringing
student voices to teacher education) present new first-person
testimony on how today's youth experience the risks and challenges
of high school. The students who speak here need their teachers
more than ever as they navigate cultural, social, and political
borders in their communities. Reinforced by classroom examples and
supplemented with helpful takeaways, Fires in Our Lives offers a
compelling dialogue about students' emotions, ideas, and developing
agency. In a world that sorely needs the thoughtful participation
of its rising generation, this new staple belongs on every high
school teacher's bookshelf.
Responding to multiple scholarly, policy, and practical calls for a
greater focus on clinical teacher preparation, this volume operates
on the assumption that few experiences in future teachers' training
are more important than their field experiences. This text
introduces the model of critical, project-based (CPB) clinical
experiences, which provides teacher candidates with exemplary
on-the-ground training, honors veteran teachers as school-based
teacher educators, and offers university-based teacher educators
new roles that ensure their practices and scholarship are
explicitly relevant to all of schools' constituents. Answering the
call for relevant, high quality, clinically-based teacher
education, this volume will offer scholarly and narrative
examinations of examples of CPB clinical experiences that will be
of interest to all involved in and impacted by educator preparation
programs.
Responding to multiple scholarly, policy, and practical calls for a
greater focus on clinical teacher preparation, this volume operates
on the assumption that few experiences in future teachers' training
are more important than their field experiences. This text
introduces the model of critical, project-based (CPB) clinical
experiences, which provides teacher candidates with exemplary
on-the-ground training, honors veteran teachers as school-based
teacher educators, and offers university-based teacher educators
new roles that ensure their practices and scholarship are
explicitly relevant to all of schools' constituents. Answering the
call for relevant, high quality, clinically-based teacher
education, this volume will offer scholarly and narrative
examinations of examples of CPB clinical experiences that will be
of interest to all involved in and impacted by educator preparation
programs.
The Big Lies of School Reform provides a critical interruption to
the ongoing policy conversations taking place around public
education in the United States today. By analyzing the discourse
employed by politicians, lobbyists, think tanks, and special
interest groups, the authors uncover the hidden assumptions that
often underlie popular statements about school reform, and
demonstrate how misinformation or half-truths have been used to
reshape public education in ways that serve the interests of
private enterprise. Through a thoughtful series of essays that each
identify one "lie" about popular school reform initiatives, the
authors of this collection reveal the concrete impacts of these
falsehoods-from directing funding to shaping curricula to defining
student achievement. Luminary contributors including Deborah Meier,
Jeannie Oakes, Gloria Ladson-Billings, and Jim Cummins explain how
reform movements affect teachers and administrators, and how
widely-accepted mistruths can hinder genuine efforts to keep public
education equitable, effective, and above all, truly public. Topics
covered include common core standards, tracking, alternative paths
to licensure, and the disempowerment of teachers' unions. Beyond
critically examining the popular rhetoric, the contributors offer
visions for improving educational access, opportunity, and outcomes
for all students and educators, and for protecting public education
as a common good.
Frustrated by the challenge of opening teacher education students
to a genuine understanding of the social justice concepts vital for
creating an equitable learning environment? Do your students ever
resist accepting that lesbian, gay, bisexual, transgender, or queer
people experience bias or oppression, or that their experiences
even belong in a conversation about "diversity,"
"multiculturalism," or "social justice?" Recognising these are
common experiences for teacher educators, the contributors to this
book present their struggles and achievements in developing
approaches that have successfully guided students to complex
understandings of such threshold concepts as White privilege,
homophobia, and heteronormativity, overcoming the "bottlenecks"
that impede progress toward bigger learning goals and
understandings. The authors initiate a conversation - one largely
absent in the social justice education literature and the discourse
- about the common content- and pedagogy-related challenges that
social justice educators face in their work, particularly for those
doing this work in relative or literal isolation, where collegial
understanding cannot be found down the hall or around the corner.
In doing so they hope not only to help individual teachers in their
practice, but also strengthen social justice teacher education more
systemically. Each contributor identifies a learning bottleneck
related to one or two specific threshold concepts that they have
struggled to help their students learn. Each chapter is a narrative
about individual efforts toward sometimes profound pedagogical
adjustment, about ambiguity and cognitive dissonance and
resistance, about trial and error, and about how these educators
found ways to facilitate foundational social justice learning among
a diversity of education students. Although this is not intended to
be a "how-to" manual, or to provide five easy steps to enable
straight students to "get" heteronormativity, each chapter does
describe practical strategies that teachers might adapt as part of
their own practice.
Frustrated by the challenge of opening teacher education students
to a genuine understanding of the social justice concepts vital for
creating an equitable learning environment? Do your students ever
resist accepting that lesbian, gay, bisexual, transgender, or queer
people experience bias or oppression, or that their experiences
even belong in a conversation about "diversity,"
"multiculturalism," or "social justice?" Recognising these are
common experiences for teacher educators, the contributors to this
book present their struggles and achievements in developing
approaches that have successfully guided students to complex
understandings of such threshold concepts as White privilege,
homophobia, and heteronormativity, overcoming the "bottlenecks"
that impede progress toward bigger learning goals and
understandings. The authors initiate a conversation - one largely
absent in the social justice education literature and the discourse
- about the common content- and pedagogy-related challenges that
social justice educators face in their work, particularly for those
doing this work in relative or literal isolation, where collegial
understanding cannot be found down the hall or around the corner.
In doing so they hope not only to help individual teachers in their
practice, but also strengthen social justice teacher education more
systemically. Each contributor identifies a learning bottleneck
related to one or two specific threshold concepts that they have
struggled to help their students learn. Each chapter is a narrative
about individual efforts toward sometimes profound pedagogical
adjustment, about ambiguity and cognitive dissonance and
resistance, about trial and error, and about how these educators
found ways to facilitate foundational social justice learning among
a diversity of education students. Although this is not intended to
be a "how-to" manual, or to provide five easy steps to enable
straight students to "get" heteronormativity, each chapter does
describe practical strategies that teachers might adapt as part of
their own practice.
The Big Lies of School Reform provides a critical interruption to
the ongoing policy conversations taking place around public
education in the United States today. By analyzing the discourse
employed by politicians, lobbyists, think tanks, and special
interest groups, the authors uncover the hidden assumptions that
often underlie popular statements about school reform, and
demonstrate how misinformation or half-truths have been used to
reshape public education in ways that serve the interests of
private enterprise. Through a thoughtful series of essays that each
identify one "lie" about popular school reform initiatives, the
authors of this collection reveal the concrete impacts of these
falsehoods-from directing funding to shaping curricula to defining
student achievement. Luminary contributors including Deborah Meier,
Jeannie Oakes, Gloria Ladson-Billings, and Jim Cummins explain how
reform movements affect teachers and administrators, and how
widely-accepted mistruths can hinder genuine efforts to keep public
education equitable, effective, and above all, truly public. Topics
covered include common core standards, tracking, alternative paths
to licensure, and the disempowerment of teachers' unions. Beyond
critically examining the popular rhetoric, the contributors offer
visions for improving educational access, opportunity, and outcomes
for all students and educators, and for protecting public education
as a common good.
There is little doubt that the Common Core State Standards (CCSS)
are a controversial entity. They are provocative for the way in
which they have been developed, for the ways they are being
implemented and evaluated, for their content, and for their failure
to explicitly consider the needs, interests, and histories of
diverse populations. While the CCSS continue to be problematized by
critics around the country-including the editors of this volume-it
is evident our nation is moving toward (some would argue we have
arrived at) a national set of standards and/or a national
curriculum. This text will be an important volume for multiple
audiences, in large part because it will bring together critical
perspectives on the CCSS and the notion of national
standards/curricula. It will simultaneously provide a social
justice orientation as a way to interpret the CCSS and respond to
their limits, while presenting practical examples of social
justice?oriented, CCSS?focused curricula that empower diverse
learners and their teachers. Social Justice, the Common Core, and
Closing the Instructional Gap will consist of chapters by classroom
teachers and university scholars who portray honest, engaging,
first?person accounts of their successes and challenges connecting
a social justice pedagogical orientation to the Common Core State
Standards. These authors candidly and passionately share the
challenges of navigating between a social justice curriculum and
high stakes standards? and test?driven environments. They highlight
their accomplishments that include effectively supporting students
to consider social injustices and devise plans to work toward a
more equitable world.
Today's educators-pre- and in-service teachers and teacher
educators serve increasing percentages of adolescents who have
limited relationships to school. These young people are often our
most diverse youth; they are frequently English Language Learners
(ELLs) and immigrants, and they are too often part of
multi-generational dropout and disengagement trends. Teachers are
desperate for pedagogical philosophies, curricula, and practices
that will support them with helping young people appreciate the
value of school, engage or re-engage youth with this most
foundational of our public institutions and aid adolescents in the
development of the core literacy and writing skills they need to be
successful in school and beyond. This volume will assist teachers
in recognizing the increasing diversity of their students who often
look very different from and have life and school experiences that
are very different than those of the educators who serve them.
Current and future educators must utilize relevant curricula and
creative pedagogies that honor students' diverse cultures and
school and community experiences, while respecting our highest
ideals for educational equity and social justice. With this volume,
the authors respond to the quickly shifting demographics of
schools' student populations and the disengagement trends teachers
frequently encounter but rarely know how to address. We offer
compelling, relationship-driven pedagogical principles and
instructional strategies that appeal to diverse youths' voices and
cultures and rely on broad, visually- and technology-based notions
of literacy.
Today's educators-pre- and in-service teachers and teacher
educators serve increasing percentages of adolescents who have
limited relationships to school. These young people are often our
most diverse youth; they are frequently English Language Learners
(ELLs) and immigrants, and they are too often part of
multi-generational dropout and disengagement trends. Teachers are
desperate for pedagogical philosophies, curricula, and practices
that will support them with helping young people appreciate the
value of school, engage or re-engage youth with this most
foundational of our public institutions and aid adolescents in the
development of the core literacy and writing skills they need to be
successful in school and beyond. This volume will assist teachers
in recognizing the increasing diversity of their students who often
look very different from and have life and school experiences that
are very different than those of the educators who serve them.
Current and future educators must utilize relevant curricula and
creative pedagogies that honor students' diverse cultures and
school and community experiences, while respecting our highest
ideals for educational equity and social justice. With this volume,
the authors respond to the quickly shifting demographics of
schools' student populations and the disengagement trends teachers
frequently encounter but rarely know how to address. We offer
compelling, relationship-driven pedagogical principles and
instructional strategies that appeal to diverse youths' voices and
cultures and rely on broad, visually- and technology-based notions
of literacy.
This book extends the national discussion about the Professional
Development School (PDS) movement of the past three decades. The
volume highlights school/university partnerships focus on
collaborative activities that endeavor to promote social justice in
and across P-12 and university classrooms, educational
institutions, and communities. Professional Development Schools and
Social Justice: Schools and Universities Partnering to Make a
Difference guides veteran teachers, undergraduate and graduate
pre-service teachers, and university faculty to understand how the
PDS model might be oriented toward social justice ideals.
Co-authored by school- and university-based educators, each chapter
details the social justice work of specific partnerships and
provides concrete instructional and curricular methods for
application within both teacher education and PK-12 settings.
Readers are provided insight into a range of elements of
Professional Development Schools, including the development of
PK-12 and teacher education curricula, processes of program
implementation, and research and data collection."
There is little doubt that the Common Core State Standards (CCSS)
are a controversial entity. They are provocative for the way in
which they have been developed, for the ways they are being
implemented and evaluated, for their content, and for their failure
to explicitly consider the needs, interests, and histories of
diverse populations. While the CCSS continue to be problematized by
critics around the country-including the editors of this volume-it
is evident our nation is moving toward (some would argue we have
arrived at) a national set of standards and/or a national
curriculum. This text will be an important volume for multiple
audiences, in large part because it will bring together critical
perspectives on the CCSS and the notion of national
standards/curricula. It will simultaneously provide a social
justice orientation as a way to interpret the CCSS and respond to
their limits, while presenting practical examples of social
justice?oriented, CCSS?focused curricula that empower diverse
learners and their teachers. Social Justice, the Common Core, and
Closing the Instructional Gap will consist of chapters by classroom
teachers and university scholars who portray honest, engaging,
first?person accounts of their successes and challenges connecting
a social justice pedagogical orientation to the Common Core State
Standards. These authors candidly and passionately share the
challenges of navigating between a social justice curriculum and
high stakes standards? and test?driven environments. They highlight
their accomplishments that include effectively supporting students
to consider social injustices and devise plans to work toward a
more equitable world.
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