Urban Teacher Education and Teaching

Innovative Practices for Diversity and Social Justice
Herausgeber: Solomon, R. Patrick; Sekayi, Dia N. R.

• Broschiertes Buch

Produktbeschreibung

This volume illuminates the most pressing challenges faced by urban schools, teachers, teacher candidates, and teacher training programs and offers a range of insights and possibilities for urban teacher education and teaching. Covering issues spanning the broadly theoretical to the urgently practical, it goes beyond the traditional discourses in teacher education to focus on diversity, social justice, democratic schooling, and community building. What emerges is an emphatic message of hope for those committed to the ongoing project of improving urban teacher education and working in urban settings. Contributors from Canada, the United States, and the Caribbean bring rich and divergent knowledges, perspectives, and cultural experiences to their discussion of the three central themes around which the book is organized: • the conceptual framing of key issues in urban schooling; • pre-service teacher preparation for urban transformation; and • culturally relevant pedagogy and advocacy in urban settings. This book is intended for all students, practitioners, and researchers involved in urban education. It is appropriate as a text for student teaching and field experience seminars, and for courses dealing with social issues, educational policy, curriculum development, and multicultural teacher education.

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Produktdetails

• Verlag: Routledge
• Seitenzahl: 280
• Erscheinungstermin: 28. März 2007
• Englisch
• Abmessung: 229mm x 152mm x 15mm
• Gewicht: 410g
• ISBN-13: 9780805855029
• ISBN-10: 0805855025
• Artikelnr.: 21880707

Autorenporträt

R. Patrick Solomon (Edited by) ,  Dia N. R. Sekayi (Edited by)

Inhaltsangabe

Contents: P.C. Murrell, Jr., Foreword. Preface. R.P. Solomon, D.N.R.
Sekayi, Introduction. Part I:Theoretical and Conceptual Framing of Urban
Schooling. Introduction to Part I. S. James-Wilson,Using Representation to
Conceptualize a Social Justice Approach to Urban Teacher Preparation. B-J.
Daniel,Developing Educational Collectives and Networks: Moving Beyond the
Boundaries of "Community" in Urban Education. L. Weiner,Gender, Power, and
Accountability in Urban Teacher Education: Tensions of Women Working With
Women. Part II:Pre-Service Teacher Preparation for Urban Transformation.
Introduction to Part II. R.P. Solomon, R.K. Manoukian, J. Clarke,
Pre-Service Teachers as Border-Crossers: Linking Urban Schools and
Communities Through Service Learning. H. Smaller,Moving Beyond
Institutional Boundaries in Inner-City Teacher Education. P.A. Young,
Thinking Outside the Box: Fostering Racial & Ethnic Discourses in Urban
Teacher Education. C.H. Gentles,Critical Pedagogy and Authoritarian
Culture: Challenges of Jamaican Migrant Teachers in American Urban Schools.
H. Evans, J. Tucker,Confronting Post-Colonial Legacies Through Pre-Service
Teacher Education: The Case of Jamaica. Part III:Culturally Relevant
Pedagogy and Advocacy in Urban Settings. Introduction to Part III. D.N.R.
Sekayi, Student Resistance to Culturally Irrelevant Curriculum and
Pedagogy: The Role of Critical Consciousness. R. Minott-Bent, Integrating
Computer-Facilitated Learning in Urban Schools: The Challenges to a
Pre-Service Teacher. W. Brooks,The Literary Voices of Urban Adolescents:
Multi-Factor Influences on Textual Interpretations. R.P. Solomon, A.M.A.
Allen, A. Campbell,The Politics of Advocacy, Strategies for Change:
Diversity and Social Justice Pedagogy in Urban Schools. C. Reid,The
Confluence of Teacher Education and Inner-City Activism: A Reciprocal
Possibility.