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 1
... challenges, and whose efforts are being graded F and labeled underperforming, or worse, on the front pages of local newspapers and in state and national reports. Some urban districts with many underperforming schools, desperate for ...
... challenges, and whose efforts are being graded F and labeled underperforming, or worse, on the front pages of local newspapers and in state and national reports. Some urban districts with many underperforming schools, desperate for ...
الصفحة 2
... challenging job, given the difficult time economically under-resourced families have in sup- porting their children's education, as well as the social class, ethnic, racial, linguistic, geographical, and cultural differences between ...
... challenging job, given the difficult time economically under-resourced families have in sup- porting their children's education, as well as the social class, ethnic, racial, linguistic, geographical, and cultural differences between ...
الصفحة 3
... challenge oppression . . .” (Singer & Pezone, 2003, pp. 2–3). This translates into education for under- standing and challenging the government's social, political, and economic policy decisions that have such a negative impact on ...
... challenge oppression . . .” (Singer & Pezone, 2003, pp. 2–3). This translates into education for under- standing and challenging the government's social, political, and economic policy decisions that have such a negative impact on ...
الصفحة 9
... challenge the domes- ticating education found in most U.S. schools through new views of what constitutes literacy and social justice curricula, as well as powerful teaching methods such as inquiry, critical literacy, and intercultural ...
... challenge the domes- ticating education found in most U.S. schools through new views of what constitutes literacy and social justice curricula, as well as powerful teaching methods such as inquiry, critical literacy, and intercultural ...
الصفحة 10
... challenges teachers and administrators to see beyond a narrow conception of education based in transmitting subject matter, and through readings, observations, reflection, and dialogue, to broaden their views of what constitutes ...
... challenges teachers and administrators to see beyond a narrow conception of education based in transmitting subject matter, and through readings, observations, reflection, and dialogue, to broaden their views of what constitutes ...
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.