@article{1451879,
      note = {IntroductionPart I: Laying the Foundation and Shifting  Frames in Teacher EducationChapter 1. A Deep Dive:  Reconceptualizing Social Justice in Teacher  EducationChapter 2. From Stories to Systems: Examining  Trauma Informed Educational Practices through the Lens of  Systemic Racism Chapter 3. Engaging in Advocacy and Praxis:  A Faculty Collaborative for EquityPart II: Disrupting  Teaching and Learning for Emancipatory Practices Chapter 4.  Envisioning Spaces of Practice and Praxis: Where Does  Anti-racist Pedagogy fit in Teacher Education?Chapter 5. On  'ceding space': Pushing Back on Idealized Whiteness to  Foster Freedom for Students of Color Chapter 6. Beyond  Teaching Racial Content: Anti-racist Pedagogy as  Implementing Antiracist Practices Part III. Curricula  Revitalization for Preparing Today's Pre-Service Teachers  Chapter 7. More Than Knowledge and Skills: Fostering  Dispositions for Urban Teaching and LearningChapter 8.  Out-Cast(e)ing Teacher Education: Contouring an Anti-racist  Framework of Urban Teacher Preparation Chapter 9. A New  Paradigm for Preparing Teachers of Black MalesPart IV:  Anchoring Field Experience/Clinical Practice: Leveraging  School-Family-Community Connections Chapter 10. Growing in  Understanding of Ourselves and Each Other: Preparing  Teachers for Anti-racist ClassroomsChapter 11. The Teachers  Our Students Need: Developing Culturally Responsive  Anti-racist Activists Chapter 12. The Role of Anti-Racist  Pedagogy and Practices for Clinical Interns in Professional  Development SchoolsChapter 13. Clinical Experience in Urban  Schools: Working Toward Anti-racist Teacher  PreparationChapter 14. Conclusion.},
      author = {Browne, Susan, and Jean-Marie, Gaëtane,},
      url = {http://library.usi.edu/record/1451879},
      title = {Reconceptualizing social justice in teacher education :  moving to anti-racist pedagogy /},
      abstract = {This edited volume explores and extends themes in  contemporary educational research on teacher preparation  and the evolution in social justice education to antiracist  pedagogy. These times call for teacher education to  reconsider how the work devoted to social justice is  explicit and intentional about its commitment to a racially  just society. What does it mean for teacher education to  seize this moment to confront racism and inequities that  continue to perpetuate in society and school? The book  highlights efforts that are being augmented to prepare  teacher candidates and future faculty to address systemic  racism in their teaching practices. Susan Browne is  Associate Professor in the Department of Language,  Literacy, and Sociocultural Education at Rowan University,  USA. Brownes research interests and publications are in the  areas of critical pedagogies, urban education, diverse  literature, and reader response. Gaetane Jean-Marie is Dean  of the College of Education at Rowan University, USA.  Jean-Maries research focuses on educational equity and  social justice in P12 schools, women and leadership in the  P-20 system, and leadership development and preparation in  a global context. .},
      doi = {https://doi.org/10.1007/978-3-031-16644-0},
      recid = {1451879},
      pages = {1 online resource (xxvii, 283 pages) :},
}