Linked e-resources
Details
Table of Contents
Intro
Foreword
References
Contents
Chapter 1: Self-Studies in Urban Teacher Education: An Introduction
1.1 S-STEP as an Entry Point for Urban Teacher Education
1.2 Self-Studies in U.S. Urban Teacher Education
References
Part I: Preparing Teacher Educators and Teachers for Urban Education Contexts
Chapter 2: Collectively Caring: Co-Creating a Critical Feminist Community of Teacher Educators
2.1 Co/Autoethnographic Self-Study
2.2 Co-Creations of Our Critical Feminist Learning Community
2.2.1 Our Unknowable Context
2.2.2 Fluidity of Power
2.2.3 Emotions, Mind, and Body: Recognizing Ourselves in the Class
2.2.4 Care Births Courage
2.2.5 Discomfort: Hearts Broken and Minds Open
2.2.6 Need to Act, Need to React
2.3 Being a Feminist Educator in P-16 Classrooms
2.3.1 Empower Students Individually and Collectively
2.3.2 Legitimize Students' Multiple Ways of Knowing
2.3.3 Engage Students' Whole Selves in the Curriculum
2.4 Conclusion
References
Chapter 3: Tourist Teachers and Layers of Colonization: Lessons from New Mexico
3.1 Tourist Teachers and Layers of Colonization: Lessons from New Mexico
3.2 History and Place in New Mexico
3.2.1 Contested Homelands
3.2.2 A New Mexican Critical Pedagogy of Place
3.3 Methodology
3.4 Findings
3.4.1 The Trap of the Tourist Teacher
3.4.1.1 Implications for Assignments
3.4.2 Time and Trust
3.5 Discussion and Implications
3.6 Conclusion
References
Chapter 4: How Do We Praxis? Becoming Teachers of Diverse Learners in Urban Environments
4.1 Theoretical Framework
4.2 Methodology
4.3 Outcomes
4.3.1 Becoming the Teacher in an Urban Environment: Chelsie's Narrative
4.3.2 Becoming Teacher Educator in Urban Environments: Christi's Narrative
4.4 Discussion and Implications
References
Part II: Race, Culture, and Urban Teacher Education
Chapter 5: Teaching Black: Common Eyes All See the Same
5.1 Theoretical Framework
5.2 Methods
5.2.1 Participants
5.2.2 Data Collection and the Research Process
5.2.3 Data Analysis
5.3 Findings
5.3.1 Teaching Black as Disruptive
5.3.2 Teaching Black as Subversive
5.4 Discussion
5.4.1 Community Building as Self-Care
5.4.2 Schools as White Spaces
5.4.3 Teacher Quality and Urban Teacher Preparation
5.5 Recommendations and Conclusion
5.5.1 Leadership and Collaboration
5.5.2 Racial Affinity Groups
5.5.3 Diverse Teacher Educators and Teachers
5.5.4 Black and Brown School Leaders
5.6 Conclusion
5.6.1 To Malcom, Teaching Black Means...
5.6.2 To Michael, Teaching Black Means...
5.6.3 To Monique, Teaching Black Means...
5.6.4 To Lia, Teaching Black Means...
5.6.5 To LaChan, Teaching Black Means...
5.6.6 From Then to Know: Where We Are Today
References
Foreword
References
Contents
Chapter 1: Self-Studies in Urban Teacher Education: An Introduction
1.1 S-STEP as an Entry Point for Urban Teacher Education
1.2 Self-Studies in U.S. Urban Teacher Education
References
Part I: Preparing Teacher Educators and Teachers for Urban Education Contexts
Chapter 2: Collectively Caring: Co-Creating a Critical Feminist Community of Teacher Educators
2.1 Co/Autoethnographic Self-Study
2.2 Co-Creations of Our Critical Feminist Learning Community
2.2.1 Our Unknowable Context
2.2.2 Fluidity of Power
2.2.3 Emotions, Mind, and Body: Recognizing Ourselves in the Class
2.2.4 Care Births Courage
2.2.5 Discomfort: Hearts Broken and Minds Open
2.2.6 Need to Act, Need to React
2.3 Being a Feminist Educator in P-16 Classrooms
2.3.1 Empower Students Individually and Collectively
2.3.2 Legitimize Students' Multiple Ways of Knowing
2.3.3 Engage Students' Whole Selves in the Curriculum
2.4 Conclusion
References
Chapter 3: Tourist Teachers and Layers of Colonization: Lessons from New Mexico
3.1 Tourist Teachers and Layers of Colonization: Lessons from New Mexico
3.2 History and Place in New Mexico
3.2.1 Contested Homelands
3.2.2 A New Mexican Critical Pedagogy of Place
3.3 Methodology
3.4 Findings
3.4.1 The Trap of the Tourist Teacher
3.4.1.1 Implications for Assignments
3.4.2 Time and Trust
3.5 Discussion and Implications
3.6 Conclusion
References
Chapter 4: How Do We Praxis? Becoming Teachers of Diverse Learners in Urban Environments
4.1 Theoretical Framework
4.2 Methodology
4.3 Outcomes
4.3.1 Becoming the Teacher in an Urban Environment: Chelsie's Narrative
4.3.2 Becoming Teacher Educator in Urban Environments: Christi's Narrative
4.4 Discussion and Implications
References
Part II: Race, Culture, and Urban Teacher Education
Chapter 5: Teaching Black: Common Eyes All See the Same
5.1 Theoretical Framework
5.2 Methods
5.2.1 Participants
5.2.2 Data Collection and the Research Process
5.2.3 Data Analysis
5.3 Findings
5.3.1 Teaching Black as Disruptive
5.3.2 Teaching Black as Subversive
5.4 Discussion
5.4.1 Community Building as Self-Care
5.4.2 Schools as White Spaces
5.4.3 Teacher Quality and Urban Teacher Preparation
5.5 Recommendations and Conclusion
5.5.1 Leadership and Collaboration
5.5.2 Racial Affinity Groups
5.5.3 Diverse Teacher Educators and Teachers
5.5.4 Black and Brown School Leaders
5.6 Conclusion
5.6.1 To Malcom, Teaching Black Means...
5.6.2 To Michael, Teaching Black Means...
5.6.3 To Monique, Teaching Black Means...
5.6.4 To Lia, Teaching Black Means...
5.6.5 To LaChan, Teaching Black Means...
5.6.6 From Then to Know: Where We Are Today
References