R.A.C.E mentoring and P-12 educators : practitioners contributing to scholarship / edited by Aaron J. Griffen, DSST Public Schools Denver, Colorado.

Format:

Book

Contributor:

Griffen, Aaron J., 1974- editor.

Series:

Research, advocacy, collaboration, and empowerment mentoring series.

Research, advocacy, collaboration, and empowerment mentoring series

Language:

English

Subjects (All):

Education--Research--United States.

Education.

Education--Social aspects--United States.

Mentoring in education--United States.

Mentoring in education.

Educational equalization.

Physical Description:

1 online resource (326 pages)

Edition:

1st ed.

Place of Publication:

Charlotte, NC : Information Age Publishing, Incorporated, 2022.

Summary:

"Seldom is the practicing P-12 educator, the P-12 practitioner, considered a scholar. R.A.C.E Mentoring and P-12 Educators: Practitioners Contributing to Scholarship explores the unrecognized and infrequently considered teacher scholar, principal scholar, counselor scholar, librarian scholar - the practitioner scholar who if provided the platform and access can produce a unique and complex narrative and knowledge base to fields of study. This volume extends the current knowledge in educational leadership and research, curriculum and instruction, teaching, social justice, and diversity, equity, and inclusion. R.A.C.E Mentoring and P-12 Educators: Practitioners Contributing to Scholarship presents ways to conceptualize quality in educational research by engaging practitioners, researchers and policy makers in cross-disciplinary partnerships to provide an intentional platform for scholars and researchers in the P-12 school systems and pre-service programs, particularly those with/or seeking an active and emerging research and publishing agenda. This volume is divided into four interrelated sections. Section I focuses on mentoring practitioners as scholars during pre-service and in practice. Chapters in this section promote the use of methods coursework, narrative analysis and culturally relevant pedagogy to enhance practitioner agency and roles as scholars. Section 2 includes Culturally Responsive School Leadership (CRSL) as a way to recognize and address the historical examples and barriers to practitioner social justice activism. These chapters center the school setting and graduate coursework, using practitioner scholarship as a way to cultivate critical consciousness and the use of counter-narratives to combat racism, settler colonialism, and classism among school staff. Section III engages practitioner scholarship as a revolutionary approach through case study, auto-ethnography, review of literature, mental models, and phenomenological study. This section fosters the value of practitioner voice as agency to disrupt oppressive ideologies and beliefs that sustain inequitable and unequal school environments. Section IV provides curriculum, instruction, and parent involvement as examples of practitioner advocacy via personal and collective identity development, Black/Crit, Inquiry-Based Learning (IBL) and engagement strategies. These final chapters provide details of policy and practice transformation methods that empower practitioner sustainability of student and parent access to equitable and inclusive school experiences"-- Provided by publisher.

Contents:

Foreword / Ramon B. Goings

Preface / Aaron J. Griffen

Acknowledgements

Introduction: Practitioners Contributing to Scholarship / Aaron J. Griffen

Section I. Mentoring practitioners as scholars

Chapter 1. Mama, there go that man: Faculty mentoring practitioner as researcher / Larry C. Bryant and Matthew R. Gaines

Chapter 2. Preparing skilled, equity-minded teacher-scholars: The role of research methods coursework / Annie M. Cole and Nicole Ralston

Chapter 3. Mentorship of practitioners as scholars: Mentoring and supporting students using culturally relevant school leadership / Ceceilia Parnther and Robert Simmons III

Section II. Practitioner scholarship toward social justice activism

Chapter 4. Motherscholar teacher activists: Enacting democratic processes between neoliberal institutions / Deanna Chappell and Rena Dunbar

Chapter 5. Practitioner-scholars as social justice advocates for discipline reform / Detra D. Johnson and Leslie G. Constant

Chapter 6. Challenging the injustices in the justice: Using social justice action as a revision of lessons in education / Larry C. Bryant, Sheila Williams-Lyons, Shonda S. Boston, and Derica Turner

Chapter 7. Using a critical literacy framework to infuse social justice issues into the curriculum: A primer written by a public-school teacher for teachers and teacher educators / Lauren Emick and Crystal Machado

Section III. Practitioner scholarship as a revolutionary vehicle

Chapter 8. Recruiting and retaining black men educators: A site of resistance / George E. Jackson and Adam J. Alvarez

Chapter 9. Schoolhouse sarah: The regeneration of bbq becky, but in schools / Natalie L. Parker-Holliman and Garry E. Butler

Chapter 10. The third rail of curricular choices: Religion in the secondary social studies classroom / Sara-Jean Lipmen

Chapter 11. Ways of knowing: Dismantling master's house / Nickolas Dawkins

Chapter 12. Black mentors matter: An examination of the meaning of black mentors to black principals as framework for sustainable leadership development / Natalie D. Lewis

Chapter 13. How to actualize transformative outcomes via participant engagement / Victorene, L. King

Section IV. Practitioner scholarship for advocacy and voice

Chapter 14. Empowering science teachers and students to engage in inquiry-based learning: A team-based professional development project in Bangladesh / Crystal Machado and Lizoon Nahar

Chapter 15. This is the x: Building a structurally antiracist high school in racist america / Tanishia L. Williams and Kam Gordon

Chapter 16. For the sake of black children: Advocacy in schools / Jarvais Jackson

Chapter 17. Building leadership capacity: Establishing school communities of parents as partners / Dwayne T. Wheeler and Omari Jackson. Conclusion: When Practitioners Write Our Own Scholarship / Aaron J. Griffen. Afterword / Michelle Frazier Trotman Scott. About the Contributors.

Notes:

Includes bibliographical references.

Print version record.

Description based on publisher supplied metadata and other sources.

ISBN:

1-64802-689-3

OCLC:

1290020206