Using a social justice approach to teacher education, the contributing teacher educators address the need to prepare teachers to understand the way social class, race, and culture impact their efforts to educate working-class students. By helping prepare teachers to strengthen democracy through education, the contributors offer ways to help them develop ‘critical consciousness’—the will to address society’s injustices and inequities. Teachers who collaborate actively with their students, their families, and others, such as community and labor organizers, to challenge the economic and educational policies that keep the hierarchical structure in place, develop their own educational and political power alongside their students. These educators see schools as sites of struggle for democracy, and their students learn to direct their attitude toward outcomes that are in their collective self-interest.
Table des matières
Acknowledgments
Introduction
Patrick J. Finn and Mary E. Finn
I. Addressing Issues of Class, Race, and Culture
1. Teacher Education With an Attitude: Completing the Revolution
Patrick J. Finn
2. Labor Deserves Credit: The Popular Education Foundations of the National Labor College
Susan J. Schurman
3. Coalition for Educational Justice: Antiracist Organizing and Teacher Education
Alex Caputo-Pearl, Kahllid A. al-Aim, and Frances A. Martin)
II. Social Justice Teacher Education in Undergraduate Courses
4. Developing Critically Reflective Practitioners: Integrating a Practice-Reflection-Theory Cycle of Learning in an Undergraduate Literacy Course
Gillian S. Richardson and Rosemary K. Murray
5. Teacher Education and Community Organizing
Dennis Shirley
6. Learning to Act: Interactive Performance and Preservice Teacher Education
Rosalie M. Romano
III. Social Justice Teacher Education in Graduate School
7. New Literacies With an Attitude: Transformative Teacher Education through Digital Video Learning Tools
Suzanne M. Miller and Suzanne Borowicz
8. The Journey to Justice: Inquiry as a Framework for Teaching Powerful Literacy
Diane Zigo
9. Accessing Praxis: Practicing Theory, Theorizing Practice in Social Justice Teachers’ First Year of Teaching
Peter Hoffman-Kipp and Brad Olsen
10. Russian Children in American Schools: Towards Intercultural Dialogue in Diverse Classrooms and Teacher Preparation Programs
Vladimir Ageyev
IV. Social Justice Teacher Education through Professional Development
11. Urban Teacher Development That Changes Classrooms, Curriculum, and Achievement
Jeffrey M. R. Duncan-Andrade
12. Literacy with an Attitude and Understanding the Water We Swim In
John Otterness
13. Popular Education in Los Angeles High School Classrooms: The Collective Bargaining Education Project
Linda Tubach
14. ‘We Cannot Avoid Taking Sides’: Teacher Unions, Urban Communities, and Social Justice in Historical Perspective
Lauri Johnson
15. For Further Thought
Mary E. Finn
Contributors
Index
A propos de l’auteur
Patrick J. Finn is Emeritus Associate Professor of Education at the University at Buffalo, State University of New York and is the author of
Literacy with an Attitude: Educating Working-Class Children in Their Own Self-Interest, also published by SUNY Press.
Mary E. Finn is former Director of the Urban Education Institute, Graduate School of Education at the University at Buffalo, State University of New York and is the coeditor (with Lauri Johnson and Rebecca Lewis) of
Urban Education with an Attitude, also published by SUNY Press.
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