Teacher Education with an Attitude: Preparing Teachers to Educate Working-Class Students in Their Collective Self-InterestPatrick 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. |
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الصفحة 2
... believe that not enough attention has been paid to the advice John Dewey (1933) gave educators seventy years ago, when he argued that the educator's relation to the social problems of the day, the “crisis in education” produced by the ...
... believe that not enough attention has been paid to the advice John Dewey (1933) gave educators seventy years ago, when he argued that the educator's relation to the social problems of the day, the “crisis in education” produced by the ...
الصفحة 16
... believe in equal opportunity. We sort children based on standardized tests, the grand-daddy of them all being the Scholastic Aptitude Test (SAT), and we believe the unequal distri- bution of income and status that results is fair ...
... believe in equal opportunity. We sort children based on standardized tests, the grand-daddy of them all being the Scholastic Aptitude Test (SAT), and we believe the unequal distri- bution of income and status that results is fair ...
الصفحة 18
... believe” schools. Unfortunately, that's what we have in most of our schools that are attended by poor and working-class students. So now you have some of the reasons why Marshall's vision of equality through the concept of citizenship ...
... believe” schools. Unfortunately, that's what we have in most of our schools that are attended by poor and working-class students. So now you have some of the reasons why Marshall's vision of equality through the concept of citizenship ...
الصفحة 19
... believe it is the teachers and parents of working-class students (and perhaps older students themselves) who must act. SOCIAL CLASS DISCOURSE AND SCHOOL DISCOURSE The causes of class-related differences in schooling are a lot more ...
... believe it is the teachers and parents of working-class students (and perhaps older students themselves) who must act. SOCIAL CLASS DISCOURSE AND SCHOOL DISCOURSE The causes of class-related differences in schooling are a lot more ...
الصفحة 20
... believe in strict discipline for children. They prefer to rely on the spoken word rather than print. Rather than read the rules for a new game, for example, they learn to play it from someone who knew how. In assembling purchases, they ...
... believe in strict discipline for children. They prefer to rely on the spoken word rather than print. Rather than read the rules for a new game, for example, they learn to play it from someone who knew how. In assembling purchases, they ...
المحتوى
1 | |
13 | |
Part II Social Justice Teacher Education in Undergraduate Courses | 61 |
Part III Social Justice Teacher Education in Graduate School | 109 |
Part IV Social Justice Teacher Education through Professional Development | 171 |
Contributors | 247 |
Index | 251 |
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عبارات ومصطلحات مألوفة
achievement action activities American approach attitude authoring awareness become begin believe better building called challenge chapter City classroom collective College context course create critical critical pedagogy culture curriculum described dialogue discussion economic effective engage example experiences fact families Finn Freire high school ideas important individual inquiry Institute instruction Interactive interest issues kind knowledge labor language lead learning literacy means meeting move movement opportunities oppression organizing parents participants pedagogy play political poor popular practice preparation present Press problem production professional programs progressive questions reflection reform relations Residents result role skills social justice society structure success teacher education Teachers Union teaching theory understand United University urban workers working-class writing York
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.