Preparing Antiracist Teachers
Routledge (Verlag)
978-1-032-67983-9 (ISBN)
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Preparing Antiracist Teachers: Fostering Antiracism and Equity in Teacher Preparation examines multiple strategies and theories for developing antiracist attitudes and actions in teachers and teacher candidates. This textbook uses critical consciousness as a framework to help practitioners and scholars to facilitate the process of doing antiracist work.
The book is divided into three sections, with Part 1 focusing on critical reflection, which refers to a social analysis and moral rejection of societal inequities, such as social, economic, racial/ethnic, and gender inequities, that constrain well-being and human agency. It shows that those who are critically reflective view social problems and inequalities in systemic terms and are therefore better able to address them. Part 2 examines sociopolitical efficacy, which refers to the perceived capacity to effect social and political change by individual and/or collective activism. Part 3 centers on critical action, that is, individual or collective action taken to change aspects of society, such as institutional policies and practices, that are perceived to be unjust. This is a broad view of activism that can include participation in activities such as voting, community organizing, and peaceful protests.
Showcasing both USA-based and international case studies, Preparing Antiracist Teachers will support teacher educators in their work by presenting nuanced and important means of teacher education for antiracism and critical consciousness. It will also benefit those studying related courses, including Teacher Education, Social Justice Education, and Multicultural Education.
Christine Montecillo Leider is Assistant Professor of Multilingual Learner Education at the School of Education, University of Massachusetts-Lowell, USA. Christina L. Dobbs is Associate Professor and Director of the English Education for Equity and Justice program at the Wheelock College of Education and Human Development, Boston University, USA. Erin Nerlino is Associate Professor of the Practice at Clark University, USA.
Introduction Section 1: Storying and counter storying – learning to critically reflect on our places in the world and within systems 1. Representation Matters: Selecting Multimodal Texts to Prompt Critical Reflection in a Secondary Literacy Pre-service Course 2. This is not America!: Attempts to foster Dutch teacher candidates’ critical consciousness of racial inequity 3. Preparing antiracist educators toward the racialization of the Arab peoples 4. Teaching for Social Justice as a White Educator in a Predominantly White School: Challenges and Opportunities to Make Change and Be Changed 5. The Anti-racist potential of Talking Circles in Teacher Education: A Portrait of One Class’s Healing and Humanizing Practice Section 2: Action and disruption – learning to enact our commitments to antiracism through critical reflection and sociopolitical efficacy 6. Understanding Third Culture Kids and Their Unique Stories Insights from Asian TCKs 7. Transcending Culturally Responsive Practices: Becoming Antiracist and Trauma-Informed 8. Immigrant Deaf Students of Color: On the Axes of Accommodation, Acculturation, and Racialization 9. Unbroken Englishes and the promise of raciolinguistic redemption: Insights from Caribbean teacher preparation Section 3: Critical approaches to intersectionality, whiteness, and power – learning to nuance perspectives on antiracism and difference 10. From Paras to Practitioners: Opportunities and challenges in preparing culturally affirming teachers in a district-based “Grow Your Own” teacher preparation program 11. Kindling the Light: Building Communities of Educators 12.Choosing My Excellence (CME): Antiracist approaches to student support 13. Effective Early Mother Tongue Literacy Instruction in African Languages: A Curriculum Design and Research Collaboration across Continents and Institutions 14. Preparing special educators to shift education experiences and outcomes for students with disabilities who are Black, indigenous, and people of color
| Erscheint lt. Verlag | 11.2.2025 |
|---|---|
| Zusatzinfo | 12 Tables, black and white; 4 Line drawings, black and white; 4 Halftones, black and white; 8 Illustrations, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 152 x 229 mm |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Allgemeines / Lexika |
| Sozialwissenschaften ► Pädagogik ► Bildungstheorie | |
| ISBN-10 | 1-032-67983-2 / 1032679832 |
| ISBN-13 | 978-1-032-67983-9 / 9781032679839 |
| Zustand | Neuware |
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