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Cultivating Social Justice Teachers
ISBN-13:
9781579228880
ISBN-10:
1579228887
Edition:
1
Author:
Paul C. Gorski, Jeff Sapp, Kristien Zenkov, Nana Osei-Kofi
Publication date:
2012
Publisher:
Routledge
Format:
Paperback
244 pages
Category:
Higher & Continuing Education
FREE US shipping
Book details
ISBN-13:
9781579228880
ISBN-10:
1579228887
Edition:
1
Author:
Paul C. Gorski, Jeff Sapp, Kristien Zenkov, Nana Osei-Kofi
Publication date:
2012
Publisher:
Routledge
Format:
Paperback
244 pages
Category:
Higher & Continuing Education
Summary
Cultivating Social Justice Teachers (ISBN-13: 9781579228880 and ISBN-10: 1579228887), written by authors
Paul C. Gorski, Jeff Sapp, Kristien Zenkov, Nana Osei-Kofi, was published by Routledge in 2012.
With an overall rating of 4.5 stars, it's a notable title among other
Higher & Continuing Education
books. You can easily purchase or rent Cultivating Social Justice Teachers (Paperback, Used) from BooksRun,
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Description
Frustrated by the challenge of opening teacher education students to a genuine understanding of the social justice concepts vital for creating an equitable learning environment?
Do your students ever resist accepting that lesbian, gay, bisexual, transgender, or queer people experience bias or oppression, or that their experiences even belong in a conversation about “diversity,” “multiculturalism,” or “social justice?”
Recognizing these are common experiences for teacher educators, the contributors to this book present their struggles and achievements in developing approaches that have successfully guided students to complex understandings of such threshold concepts as White privilege, homophobia, and heteronormativity, overcoming the “bottlenecks” that impede progress toward bigger learning goals and understandings.
The authors initiate a conversation – one largely absent in the social justice education literature and the discourse – about the common content- and pedagogy-related challenges that social justice educators face in their work, particularly for those doing this work in relative or literal isolation, where collegial understanding cannot be found down the hall or around the corner. In doing so they hope not only to help individual teachers in their practice, but also strengthen social justice teacher education more systemically.
Each contributor identifies a learning bottleneck related to one or two specific threshold concepts that they have struggled to help their students learn. Each chapter is a narrative about individual efforts toward sometimes profound pedagogical adjustment, about ambiguity and cognitive dissonance and resistance, about trial and error, and about how these educators found ways to facilitate foundational social justice learning among a diversity of education students. Although this is not intended to be a “how-to” manual, or to provide five easy steps to enable straight students to “get” heteronormativity, each chapter does describe practical strategies that teachers might adapt as part of their own practice.
Do your students ever resist accepting that lesbian, gay, bisexual, transgender, or queer people experience bias or oppression, or that their experiences even belong in a conversation about “diversity,” “multiculturalism,” or “social justice?”
Recognizing these are common experiences for teacher educators, the contributors to this book present their struggles and achievements in developing approaches that have successfully guided students to complex understandings of such threshold concepts as White privilege, homophobia, and heteronormativity, overcoming the “bottlenecks” that impede progress toward bigger learning goals and understandings.
The authors initiate a conversation – one largely absent in the social justice education literature and the discourse – about the common content- and pedagogy-related challenges that social justice educators face in their work, particularly for those doing this work in relative or literal isolation, where collegial understanding cannot be found down the hall or around the corner. In doing so they hope not only to help individual teachers in their practice, but also strengthen social justice teacher education more systemically.
Each contributor identifies a learning bottleneck related to one or two specific threshold concepts that they have struggled to help their students learn. Each chapter is a narrative about individual efforts toward sometimes profound pedagogical adjustment, about ambiguity and cognitive dissonance and resistance, about trial and error, and about how these educators found ways to facilitate foundational social justice learning among a diversity of education students. Although this is not intended to be a “how-to” manual, or to provide five easy steps to enable straight students to “get” heteronormativity, each chapter does describe practical strategies that teachers might adapt as part of their own practice.
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