Cultivating Social Justice Teachers: How Teacher Educators Have Helped Students Overcome Cognitive Bottlenecks and Learn Critical Social Justice Concepts

Format:

Book

Contributor:

Stovall, David O., Author of introduction, etc.

Gorski, Paul, Editor.

Osei-Kofi, Nana, Editor.

Sapp, Jeffrey Lynn, Editor.

Zenkov, Kristien, Editor.

Language:

English

Subjects (All):

Teachers--Training of--United States.

Teachers.

Social justice--Study and teaching (Graduate)--United States.

Social justice.

Critical pedagogy--United States.

Critical pedagogy.

Physical Description:

1 online resource (256 p.) ill

Edition:

First edition.

Place of Publication:

New York : Routledge, 2023.

Language Note:

English

Summary:

Frustrated by the challenge of opening teacher education students to a genuine understanding of the social justice concepts vital for creating an equitable learning environment?Do your students ever resist accepting that lesbian, gay, bisexual, transgender, or queer people experience bias or oppression, or that their experiences even belong in a conversation about "diversity," "multiculturalism," or "social justice?"Recognizing these are common experiences for teacher educators, the contributors to this book present their struggles and achievements in developing approaches that have successfully guided students to complex understandings of such threshold concepts as White privilege, homophobia, and heteronormativity, overcoming the "bottlenecks" that impede progress toward bigger learning goals and understandings. The authors initiate a conversation - one largely absent in the social justice education literature and the discourse - about the common content- and pedagogy-related challenges that social justice educators face in their work, particularly for those doing this work in relative or literal isolation, where collegial understanding cannot be found down the hall or around the corner. In doing so they hope not only to help individual teachers in their practice, but also strengthen social justice teacher education more systemically. Each contributor identifies a learning bottleneck related to one or two specific threshold concepts that they have struggled to help their students learn. Each chapter is a narrative about individual efforts toward sometimes profound pedagogical adjustment, about ambiguity and cognitive dissonance and resistance, about trial and error, and about how these educators found ways to facilitate foundational social justice learning among a diversity of education students. Although this is not intended to be a "how-to" manual, or to provide five easy steps to enable straight students to "get" heteronormativity, each chapter does describe practical strategies that teachers might adapt as part of their own practice.

Contents:

Introduction / Paul C. Gorski ... [et al.]

The art of teaching intersectionality / Nana Osei-Kofi

Overcoming nomos / Stephanie Jones and James F. Woglom

Learning to tell a pedagogical story about heteronormativity / Mollie V. Blackburn

Overcoming deficit thinking through interpretive discussion / Curt Dudley-Marling

Teaching against essentialism and the "culture of poverty" / Paul C. Gorski

Disrupting denial and white privilege in teacher education / Darren E. Lund and Paul R. Carr

Teaching about Christian privilege in the teacher education classroom / Warren J. Blumenfeld

From literacy to literacies: using photography to help teachers see what youth can do / Kristien Zenkov ... [et al.]

Teaching and learning about immigration as a humanitarian issue: the ociopolitical context bottleneck / Edward M. Olivos

"You're going to hell!": when critical multicultural queer affirmation meets Christian homophobia / Jeff Sapp

Beyond open-mindedness: how "overlaying" can help foster impactful discussions of meritocracy in teacher education / Jody Cohen and Alice Lesnick.

Notes:

Includes index.

Includes bibliographical references and index.

Description based on print version record.

ISBN:

9781003443940

100344394X

9781000974720

1000974723

9781579228897

1579228895

9781579228903

1579228909

9781000979947

1000979946

OCLC:

1390712811