Purposeful teaching and learning in diverse contexts : implications for access, equity and achievement / edited by Darrell C. Hucks, Yolanda Sealey-Ruiz, Victoria Showunmi, Suzanne C. Carothers, Chance W. Lewis.

Format:

Book

Contributor:

Hucks, Darrell, 1966- editor.

Sealey-Ruiz, Yolanda, editor.

Showunmi, Victoria, editor.

Carothers, Suzanne C., editor, writer of foreword.

Lewis, Chance W. (Chance Wayne), 1972- editor.

White-Smith, Kimberly A., writer of afterword.

Series:

Contemporary perspectives on access, equity, and achievement.

Contemporary perspectives on access, equity and achievement

Language:

English

Subjects (All):

Critical pedagogy.

Culturally relevant pedagogy.

Transformative learning.

Racism in education.

Educational equalization.

Physical Description:

1 online resource (533 pages)

Edition:

First edition.

Place of Publication:

Charlotte, NC : Information Age Publishing Inc., [2022]

Summary:

Teachers have faced serious public critique regarding their effectiveness and professionalism in classrooms. At every level, their work is often measured solely against student achievement outcomes, often on standardized tests (Darling-Hammond & Youngs, 2002; Ravitch, 2010). Unfortunately, students who are coming from culturally, economically, and linguistically diverse backgrounds are often occupying the bottom rungs regarding academic achievement (Ladson-Billings, 1995; Milner,2010; Hucks, 2014). What are the obstacles and challenges teachers and students face in their respective school settings and how do they grapple with and overcome them? Finally, what do these teachers and students know that motivates and informs their work? The scholars in this volume will take up these questions and share the findings of their research in the field of leadership, teacher education, and achievement.These concerns are not limited to the geographic boundaries of the United States of America. Engaging purposeful teaching is an imperative that concerns students, teachers, teacher educators, educational leaders, and education policy makers around the globe. There are many educators worldwide who are committed to delivering this type of teaching and promoting learning that is engaged and active. The four sections of the book capture the work of educators in teaching in diverse global settings such as the Australia, United Kingdom, Jamaica, Turkey, and across America. As diverse populations of students enter American classrooms, it is important for their teachers to have relatable examples of purposeful teaching that are culturally responsive and culturally relevant.

Contents:

Foreword: The cornerstone / Suzannne C. Carothers

Section I. Teaching & pedagogy

Chapter 1. A legacy of literacy: Mathematics teachers and the quests for racial justice / Nathan N. Alexander

Chapter 2. Latrisha's choice: Toward an "economic turn" in urban education / Michael J. Dumas

Chapter 3. One art teacher empowering urban youth with critical arts pedagogy / Cleveland Hayes and Luis Genaro Garcia

Chapter 4. When black girls unite: How critical teacher reflection can lead to a pedagogy of power / Monique Lane

Chapter 5. Trans*ing pedagogy: Recognition of trans* and gender creative youth in the secondary ela classroom / sj Miller

Chapter 6. 40 hours of strategy: Making sense of pedagogical dissonance through reflection / Joyanne Beverly De Four-Babb

Chapter 7. Libro + biblioteca = libertad: Dual language education and humane teaching at the texas-mexico borderlands / Rodrigo Joseph Rodriguez

Chapter 8. Teaching and (re) thinking student achievement: Policy implications on leadership preparation and praxis / Cosette Grant

Chapter 9. Love as a moral imperative in teaching and teacher education / Shamari K. Reid, and Yolanda Sealey-Ruiz

Section II. Culturally relevant approaches

Chapter 10. Teaching in an age of state sanctioned lynching: Employing culturally sustaining pedagogy to respond to persistent social inequity / Travis J. Bristol and Aukeem Ballard

Chapter 11. Curriculum, race and representation in undergraduate art education programs / Alphonso Walter Grant

Chapter 12. The relationship between family literacy interactions and third grade reading achievement / Howard Tyrone Miller

Chapter 13. Youth organizing as a vehicle for cultivating politically engaged learning / Wanda Watson

Chapter 14. Student ambassadors: Developing pedagogies to promote new learning practices / Clare Gartland

Chapter 15. Knowing you, knowing me: The art of purposeful teaching / Victoria Showunmi

Chapter 16. Teacher thinking in Australia and the United States: A cross-cultural examination / John P. Sturtz and Paul Reitano

Chapter 17. Multicultural inclusion: Strategies for teachers in today's classrooms / Kimarie I. Rahman Bey

Section III. Transformative practices

Chapter 18. I love myself: Becoming designers of urban futures in production-centered contexts / Danielle Filipiak

Chapter 19. Educational apartheid: Resisting whiteness in South African schools / Christopher B. Knaus

Chapter 20. What do we do in the meantime? Practical solutions for eliminating educational inequities in urban schools right now / Amber Bryant, Marcia Watson, Ayana Allen, and Chance W. Lewis

Chapter 21. Moving purposeful teaching and learning beyond the college classroom bubble / Darrell Hucks, Tanya Sturtz and Katherine Tirabassi

Chapter 22. From play school to real school transforming a classroom of practice through critical pedagogy / Hope Mayne

Chapter 23. Purposeful teaching and learning: Realities and possibilities / Carmel Roofe

Chapter 24. Countering anti-blackness and symbolic violence through empathy in the schooling experiences of young black men and boys / Justin A. Coles and Chezare A. Warren

Chapter 25. Expanding communities of practice: Collaboration and mentoring in educational leadership and teacher education / Limarys Caraballo, Soribel Genao, and Anastasiya Lipnevich

Section IV. Conceptual and theoretical frameworks

Chapter 26. Chile, a fox be just a fox: Black girlhood narratives as rhetorical and curricular intervention in college instruction / Carmen Kynard

Chapter 27. Living my brother's keeper: Examining the raced and gendered knowledge of a black male teacher / Keisha McIntosh Allen

Chapter 28. What good students must unlearn to become good teachers: Best practices in context / Leigh Patel, Kathryn Coursey, Samantha Gross, and Sally Snickerberger

Chapter 29. Seeing beyond bias and cultural stigma in order to engage students in purposeful learning / Ivory Toldson and Lisa Haileab

Chapter 30. Tensions and possibilities in developing cosmopolitan literacies through english education: Perspectives from singapore schools / Suzanne S. Choo and Csilla Weninger

Chapter 31. Liberatory pedagogies antoloji / Ibrahim Abdurrahman Farajajé

Chapter 32. Black, male and successful: Voices from male African Caribbean educational leaders in London secondary schools / Phillip A. Smith

Chapter 33. Contemplating 400 years of inequality / Angel Acosta

Chapter 34. Racial congruence and its impact on the academic achievement of African American students: Then and now / Cluny Lavache. Afterword / Kimberly White Smith. About the Contributors.

Notes:

Description based upon print version of record.

Includes bibliographical references.

Print version record.

ISBN:

1-64802-752-0

OCLC:

1333083219