This book outlines educational practitioner development toward decolonizing practices and pedagogies for justice-based urban classrooms. From this personal exploration, emergent and practicing teachers can extract curricula, practices, and dispositions toward advocacy for students most underserved and marginalized by public education.
This book outlines educational practitioner development toward decolonizing practices and pedagogies for justice-based urban classrooms. From this personal exploration, emergent and practicing teachers can extract curricula, practices, and dispositions toward advocacy for students most underserved and marginalized by public education.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Victoria F. Trinder is a Clinical Assistant Professor in Curriculum and Instruction whose scholarship examines critical examples of teaching and teacher education in the context of the colonial project. Dr. Trinder currently directs the undergraduate Urban Elementary Education Program at the University of Illinois at Chicago.
Inhaltsangabe
Foreword Acknowledgments Prologue 1. July: Hiding Idols 2.August: Pueblo Pedagogy 3. September: Pretty Books 4. October: Huapango 5. November: Day of the Dead 6. December: Tianguis 7. January: J for Jeremy 8. February: Everyday Pororoca 9. March: Ides and Ideals 10. April: Unplanned, Imperiled 11. May: Structure and (In)/Verse 12. June: Spartans Epilogue Suggested Readings Index