Preparing and Sustaining Social Justice Educators spotlights the challenging and necessary work of fostering social justice in schools. Integral to this work are the teachers and school leaders who enact the principles of social justice--racial equity, cultural inclusivity, and identity acceptance--daily in their classrooms. This volume makes the case that high-quality public education relies on the recruitment, professional development, and retention of educators ready to navigate complex systemic and structural inequities to best serve vulnerable student populations. Annamarie Francois and Karen Hunter Quartz, along with contributing scholars and practitioners, present an intersectional approach to educational justice that is grounded in research about deeper learning, community development, and school reform. Throughout the book, the contributors detail professional activities proven to sustain social justice educators. They show how effective teacher coaching, for example, encourages educators to confront their explicit and implicit biases, to engage in critical conversations and self-reflection, and to assess teacher performance through a social justice lens. The book illustrates how professional learning collaborations promote diverse, antiracist, and socially responsible learning communities. Case studies at three university-partnered K-12 schools in Los Angeles, demonstrate the benefits of these professional alliances and practices. Francois and Quartz acknowledge the difficulty of the social justice educator's task, a challenge heightened by a K-12 teacher shortage, an undersupplied teacher pipeline, and school closures. Yet they keep their sights set on a just and equitable future, and in this work they give educators the tools to build such a future.
Integral to this work are the teachers and school leaders who enact the principles of social justice--racial equity, cultural inclusivity, and identity acceptance--daily in their classrooms.
Highlighting a wide range of topics such as ethics, language-based learning, and feminism, this book is ideal for academicians, curriculum designers, social scientists, teacher educators, researchers, and students.
This practical book shows how veteran, justice-oriented social studies teachers are responding to the Common Core State Standards, focusing on how they build curriculum, support students’ literacy skills, and prepare students to think and ...
This edited volume explores and extends themes in contemporary educational research on teacher preparation and the evolution in social justice education to antiracist pedagogy.
Compelling data on student learning outcomes based on university/school/community collaboration as evidence of eliminating the achievement gap. “The most striking piece of this book is the descriptions and stories of how the community ...
This volume is intended for an audience of researchers in education and students in advanced undergraduate and graduate courses.
Practice What You Teach follows three different groups of educators to explore the challenges of developing and supporting teachers' sense of social justice and activism at various stages of their careers.
Cultivating STEM identities. Portsmouth, NH: Heinemann. Iliev, N, & D'Angelo, F. (2014). Teaching mathematics through multicultural literature. Teaching Children Mathematics, 20(7), 453–457. Lynch, M. (2015). 6 ways to implement a real ...
Additionally, one of the most important ways to strengthen the impact of social justice teacher education is for teacher educators to exemplify and model the dispositions and practices that they hope their students will take up during ...
In this edited volume, the authors argue that past practice is inadequate and issue a mandate for a new approach to educator preparation.