Teacher Education with an Attitude: Preparing Teachers to Educate Working-Class Students in Their Collective Self-Interest

الغلاف الأمامي
Patrick J. Finn, Mary E. Finn
State University of New York Press, 27‏/03‏/2012 - 266 من الصفحات
Using a social justice approach to teacher education, the contributing teacher educators address the need to prepare teachers to understand the way social class, race, and culture impact their efforts to educate working-class students. By helping prepare teachers to strengthen democracy through education, the contributors offer ways to help them develop "critical consciousness"—the will to address society's injustices and inequities. Teachers who collaborate actively with their students, their families, and others, such as community and labor organizers, to challenge the economic and educational policies that keep the hierarchical structure in place, develop their own educational and political power alongside their students. These educators see schools as sites of struggle for democracy, and their students learn to direct their attitude toward outcomes that are in their collective self-interest.

من داخل الكتاب


Part I Addressing Issues of Class Race and Culture
Part II Social Justice Teacher Education in Undergraduate Courses
Part III Social Justice Teacher Education in Graduate School
Part IV Social Justice Teacher Education through Professional Development
حقوق النشر

طبعات أخرى - عرض جميع المقتطفات

عبارات ومصطلحات مألوفة

مقاطع مشهورة

الصفحة 162 - A high-context (HC) communication or message is one in which most of the information is either in the physical context or internalized in the person, while very little is in the coded, explicit, transmitted part of the message.
الصفحة 66 - Education either functions as an instrument which is used to facilitate the integration of the younger generation into the logic of the present system and bring about conformity to it, or it becomes the practice of freedom...
الصفحة 38 - For the dialogical, problem-posing teacher-student, the program content of education is neither a gift nor an imposition — bits of information to be deposited in the students — but rather the organized, systematized, and developed "re-presentation...
الصفحة 66 - Thirdly, this approach fails to focus on the wider implications of the relationship between knowledge and power. It fails to understand that literacy is not just related to the poor or to the inability of subordinate groups to read and write adequately; it is also fundamentally related to forms of political and ideological ignorance that function as a refusal to know the limits and political consequences of one's view of the world.
الصفحة 38 - Only dialogue, which requires critical thinking, is also capable of generating critical thinking. Without dialogue there is no communication, and without communication there can be no true education.
الصفحة 36 - Our traditional curriculum, disconnected from life, centered on words emptied of the reality they are meant to represent, lacking in concrete activity, could never develop a critical consciousness. Indeed, its own naive dependence on high-sounding phrases, reliance on rote and tendency toward abstractness actually intensified our naivete
الصفحة 184 - In which case, if the aim of intellectual training is to form the intelligence rather than to stock the memory, and to produce intellectual explorers rather than mere erudition, then traditional education is manifestly guilty of a grave deficiency.

نبذة عن المؤلف (2012)

Patrick J. Finn is Emeritus Associate Professor of Education at the University at Buffalo, State University of New York and is the author of Literacy with an Attitude: Educating Working-Class Children in Their Own Self-Interest, also published by SUNY Press. Mary E. Finn is former Director of the Urban Education Institute, Graduate School of Education at the University at Buffalo, State University of New York and is the coeditor (with Lauri Johnson and Rebecca Lewis) of Urban Education with an Attitude, also published by SUNY Press.

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