|
Showing 1 - 3 of
3 matches in All Departments
This volume informs the reader about new teachers in urban
underserved schools and their development as teachers for social
equity. The accounts of five novice teachers who grew up outside
the communities in which they teach lead to chapters that contain
advice for teacher educators, future and current teachers, and
school leaders. These early career teachers learned much about
bridging the cultural divide between themselves and their students,
confronted and resolved big challenges that may immobilize some who
set out to teach in these communities. They brought to their
classrooms strong social justice orientations, including a moral
imperative to make a difference in the world, an awareness of
social and educational inequalities, and a strong sense of
responsibility to positively influence the life trajectories of
students in their charge. Their narratives offer insights on the
dispositions and contexts that will help early career teachers
survive and thrive and make a difference in their students' lives.
This volume informs the reader about new teachers in urban
underserved schools and their development as teachers for social
equity. The accounts of five novice teachers who grew up outside
the communities in which they teach lead to chapters that contain
advice for teacher educators, future and current teachers, and
school leaders. These early career teachers learned much about
bridging the cultural divide between themselves and their students,
confronted and resolved big challenges that may immobilize some who
set out to teach in these communities. They brought to their
classrooms strong social justice orientations, including a moral
imperative to make a difference in the world, an awareness of
social and educational inequalities, and a strong sense of
responsibility to positively influence the life trajectories of
students in their charge. Their narratives offer insights on the
dispositions and contexts that will help early career teachers
survive and thrive and make a difference in their students' lives.
At the height of European colonialism, Britain's reach circled the
globe. Yet its empire did not proceed unchallenged, prompting
efforts to preserve its kingdom by complementing military might
with intellectual warfare. Mid-nineteenth century India was a case
in point. After squashing rebellions in the subcontinent, the
British clung desperately to an empire that was slipping from their
grasp - an effort perpetuated by the literature of India-based
British authors who negatively and oftentimes inaccurately
portrayed Indians to justify British rule. Reich exposes this
literary transformation against the backdrop of historiographical
debate. She combines historical and literary analysis to illustrate
three recurring fictional themes intended to legitimize British
supremacy in India: (1) the perceived vulnerability of Indian
women; (2) the alleged rivalry between Hindus and Muslims; and (3)
the assumed incompetence of educated Indians regarding self-rule.
Although focused on a specific era and region, Reich's work
addresses old intellectual currents in fresh ways, breathing new
relevance into appraisals of history, as well as of modern
geopolitical times.
|
|