This volume identifies, problematizes, and discusses issues specific to the design of educational programs for teacher candidates from working class, ethnic- and language-minority, and immigrant backgrounds, taking as its starting point the distinctive, complex perspectives that these candidates bring to the university classroom.
Table of Content
Preface; Stanley Aronowitz Introduction 1. Discovering Inquiry-based Learning Through Oral History Projects; Megan Blumenreich 2. ‘I’m not just gonna settle for anything:’ Inciting Teacher Efficacy through Critical Pedagogies; Vicki Garavuso 3. Intertextuality, Music and Critical Pedagogy; Charles Malone 4. Transforming Classrooms: Teacher Education, Social Studies, and Curriculum Drama; Catherine Franklin 5. Incorporating Teacher Candidates’ Prior Beliefs and Funds of Knowledge in Theories of Child Development; Amita Gupta 6. Prioritizing the Social in Academic Writing: The Experiences of Ethnically, Linguistically and Generationally Diverse Early Childhood Teacher Candidates; Gay Wilgus 7. Special Education Teacher Preparation: Growing Disability Studies in the Absence of Resistance; Linda Ware 8. Postmulticulturalism: Cultivating Alternative Canons, a Critical Vernacular and Student-Generated Understandings of their ‘Lived-Situatedness’; Gay Wilgus Appendix A: Writing Background Survey Appendix B: Interview Questions
About the author
Charles Malone Amita Gupta, City College of New York, City University of New York, USA Vicki Garavuso, City College of New York, City University of New York, USA Catherine Franklin, City College of New York, City University of New York, USA Megan Blumenreich, City College of New York, City University of New York, USA Amita Gupta, City College of New York, City University of New York, USA Linda Ware, State University of New York, USA
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