Teacher Educators As Critical Storytellers
Teachers' College Press (Verlag)
978-0-8077-6515-9 (ISBN)
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Breaking away from the historically dominant narrative that White females make the best teachers, this book contends that effective teachers can be both "windows" and "mirrors" for students. Teachers should reflect the student population in racial and cultural terms while also serving as windows for students to see opportunities that lie outside of their immediate circumstances. Employing a critical storytelling framework, respected scholars share the teaching practices of influential teachers that they learned from. Chapter authors are diverse teacher educators from the fields of education, educational psychology, administration, policy, and curriculum and instruction. Each storyteller identifies key concepts and principles that explain why the selected teacher was so memorably effective. This inspirational volume provides a series of templates that help pinpoint the attitudes and behaviors of those teachers who make a positive difference in the lives of their students.
Book Features:
Highlights contributions from diverse teacher educators, including Asian American, African American, Latinx, and Native American.
Examines the long-lasting impact that a teacher's race, ethnicity, and/or indigeneity can have on the lives of their students beyond high school and college.
Includes analyses drawn from research on identity in teacher education, theory, and research in education, psychology, and human development.
Contains photographs, images, charts, and diagrams to assist readers.
Antonio L. Ellis is a scholar in residence and the director of the Institute on Education Equity and Justice at the American University School of Education. Nicholas D. Hartlep is the Robert Charles Billings Endowed Chair in Education at Berea College where he chairs the Department of Education Studies. Gloria Ladson-Billings is professor emerita at the University of Wisconsin-Madison and president of the National Academy of Education. David O. Stovall is professor of Black Studies and criminology, law, and justice at the University of Illinois at Chicago.
Contents
Foreword Leslie T. Fenwick ix
Effective Teachers as Windows and Mirrors: An Introduction 1
Antonio L. Ellis, Nicholas D. Hartlep, Gloria Ladson-Billings, and David O. Stovall
PART I: AFRICAN AMERICAN PERSPECTIVES: TOWARD “DEMOGRAPHIC” AND “DEMOCRATIC” IMPERATIVES
1. Mr. Linard H. McCloud: A Dreamkeeper in the American Education Milieu 7
Antonio L. Ellis
2. “Perfect Practice Makes Perfect”: Sister Mary Regis, OSP—Tempered Radical and Refined Revolutionary 14
Judy Alston
3. Undoing My Miseducation: Lessons Learned from Brother Kmt Shockley 27
Ramon B. Goings
4. Two White Teachers Who Cultivated My Hidden Talents: The Story of An African American Male in Special Education 40
Shawn Anthony Robinson
5. Married to Education: The Impact of Teacher Expectations on African American Student Success 52
Roslyn Clark Artis
PART II: ASIAN AMERICAN PERSPECTIVES: BEYOND BLACKNESS AND WHITENESS
6. Like Captured Fireflies: Effective Teaching Pedagogy of a White Elementary School Counselor 65
Nicholas D. Hartlep
7. Finding My Voice: Developing a Critical Writing and APIDA Identity in a Newspaper Course 76
Theodore Chao
PART III: NATIVE AMERICAN PERSPECTIVES: INDIGENEITY IS NOT RACE
8. “The Moon Will Tell Us When It Will Rain”: Aesthetics of Grandmothers’ Pedagogies 91
Amanda R. Tachine
9. Reclaiming Our Position as the Most Important Educators of Our Native Children 102
Jameson D. Lopez
10. Honoring My (Academic) Matriarchs 112
Theresa Stewart-Ambo
PART IV: LATINX PERSPECTIVES: THE LATINIZATION OF EDUCATION
11. Cultural Affirmations of Giftedness: An Autoethnography of My Experiences with Educational Leadership Faculty at an HBCU 125
Lisa Maria Grillo
12. “¿No me ves?”: Seen by Two Teachers in a Sea of Blind Educators 145
Aimeé I. Cepeda
Afterword: The Deliberative Practice of Teacher Educators’ Reflections on Culturally Relevant Teachers 155
Dawn G. Williams
About the Editors and the Contributors 159
Index 165
| Erscheinungsdatum | 04.05.2021 |
|---|---|
| Reihe/Serie | The Teaching for Social Justice Series |
| Vorwort | Leslie T. Fenwick |
| Verlagsort | New York |
| Sprache | englisch |
| Maße | 152 x 229 mm |
| Gewicht | 395 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika |
| Sozialwissenschaften ► Pädagogik ► Bildungstheorie | |
| ISBN-10 | 0-8077-6515-5 / 0807765155 |
| ISBN-13 | 978-0-8077-6515-9 / 9780807765159 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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