Cultivating Racial and Linguistic Diversity in Literacy Teacher Education

Author: Marcelle M. Haddix
Publisher: Routledge
ISBN: 131791337X
Format: PDF, Kindle
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Cultivating Racial and Linguistic Diversity in Literacy Teacher Education examines how English and literacy teacher education—a space dominated by White, English-monolingual, middle class perspectives—shapes the experiences of preservice teachers of color and their construction of a teacher identity. Significant and timely, this book focuses attention on the unique needs and perspectives of racially and linguistically diverse preservice teachers in the field of literacy and English education and offers ways to improve teacher training to better meet the needs of preservice teachers from all racial, ethnic, and linguistic backgrounds. These changes have the potential to diversify the teacher force and cultivate teachers who bring rich racial, cultural, and linguistic histories to the field of teaching.

Language Culture Identity and Citizenship in College Classrooms and Communities

Author: Juan C. Guerra
Publisher: Routledge
ISBN: 1317935667
Format: PDF, Docs
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Language, Culture, Identity and Citizenship in College Classrooms and Communities examines what takes place in writing classrooms beyond academic analytical and argumentative writing to include forms that engage students in navigating the civic, political, social and cultural spheres they inhabit. It presents a conceptual framework for imagining how writing instructors can institute campus-wide initiatives, such as Writing Across Communities, that attempt to connect the classroom and the campus to the students’ various communities of belonging, especially students who have been historically underserved. This framework reflects an emerging perspective—writing across difference—that challenges the argument that the best writing instructors can do is develop the skills and knowledge students need to make a successful transition from their home discourses to academic discourses. Instead, the value inherent in the full repertoire of linguistic, cultural and semiotic resources students use in their varied communities of belonging needs to be acknowledged and students need to be encouraged to call on these to the fullest extent possible in the course of learning what they are being taught in the writing classroom. Pedagogically, this book provides educators with the rhetorical, discursive and literacy tools needed to implement this approach.

The Guide for White Women Who Teach Black Boys

Author: Eddie Moore Jr.
Publisher: Corwin Press
ISBN: 1506351786
Format: PDF, Kindle
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Empower black boys to dream, believe, achieve Schools that routinely fail Black boys are not extraordinary. In fact, they are all-too ordinary. If we are to succeed in positively shifting outcomes for Black boys and young men, we must first change the way school is “done.” That’s where the eight in ten teachers who are White women fit in . . . and this urgently needed resource is written specifically for them as a way to help them understand, respect and connect with all of their students. So much more than a call to call to action—but that, too!—The Guide for White Women Who Teach Black Boys brings together research, activities, personal stories, and video interviews to help us all embrace the deep realities and thrilling potential of this crucial American task. With Eddie, Ali, and Marguerite as your mentors, you will learn how to: Develop learning environments that help Black boys feel a sense of belonging, nurturance, challenge, and love at school Change school culture so that Black boys can show up in the wholeness of their selves Overcome your unconscious bias and forge authentic connections with your Black male students If you are a teacher who is afraid to talk about race, that’s okay. Fear is a normal human emotion and racial competence is a skill that can be learned. We promise that reading this extraordinary guide will be a life-changing first step forward . . . for both you and the students you serve. About the Authors Dr. Eddie Moore, Jr., has pursued and achieved success in academia, business, diversity, leadership, and community service. In 1996, he started America & MOORE, LLC to provide comprehensive diversity, privilege, and leadership trainings/workshops. Dr. Moore is recognized as one of the nation’s top motivational speakers and educators, especially for his work with students K–16. Dr. Moore is the Founder/Program Director for the White Privilege Conference, one of the top national and international conferences for participants who want to move beyond dialogue and into action around issues of diversity, power, privilege, and leadership. Ali Michael, Ph.D., is the co-founder and director of the Race Institute for K–12 Educators, and the author of Raising Race Questions: Whiteness, Inquiry, and Education, winner of the 2017 Society of Professors of Education Outstanding Book Award. She is co-editor of the bestselling Everyday White People Confront Racial and Social Injustice and sits on the editorial board of the journal, Whiteness and Education. Dr. Michael teaches in the mid-career doctoral program at the University of Pennsylvania’s Graduate School of Education, as well as the Graduate Counseling Program at Arcadia University. Dr. Marguerite W. Penick-Parks currently serves as Chair of Educational Leadership and Policy at the University of Wisconsin, Oshkosh. Her work centers on issues of power, privilege, and oppression in relationship to issues of curriculum with a special emphasis on the incorporation of quality literature in K–12 classrooms. She appears in the movie, “Mirrors of Privilege: Making Whiteness Visible,” by the World Trust Organization. Her most recent work includes a joint article on creating safe spaces for discussing White privilege with preservice teachers.

Teacher Identity Discourses

Author: Janet Alsup
Publisher: Routledge
ISBN: 1135600139
Format: PDF, ePub, Docs
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In this book, Janet Alsup reports and theorizes a multi-layered study of teacher identity development. The study, which followed six pre-service English education students, was designed to investigate her hypothesis that forming (or failing to form) a professional identity is central in the process of becoming an effective teacher. This work addresses the intersection of various types of discourse within the process of professional identity development, emphasizes that the intersection of the personal and professional in teacher identity formation is more complex than is acknowledged in typical methods classes, and accents the need for teacher educators to take steps to facilitate such integration. Specific suggestions for methods courses are presented that teacher educators can use as is or adapt to their own contexts. Teacher Identity Discourses: Negotiating Personal and Professional Spaces speaks eloquently to faculty, researchers, and graduate students across the field of teacher education.

Literacy Teacher Educators

Author: Clare Kosnik
Publisher: Springer Science & Business Media
ISBN: 9462092001
Format: PDF, Kindle
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Literacy Teacher Educators: Preparing Teachers for a Changing World brings together the perspectives of 26 literacy/English teacher educators from four countries: Canada, U.S., UK, and Australia. In this unique text the contributors, of whom many are renowned experts in critical literacy and multiliteracies, provide readers with an overview of trends in literacy/English teacher education. The chapters begin with authors’ personal stories and current research, giving readers insight into the personal and professional worlds of the contributors. Included in each chapter is a rich description of approaches to literacy instruction in teacher education. These exemplary teacher educators show in concrete detail how they are addressing our evolving understanding of literacy . This timely text, written in a highly engaging style, will be of value to teacher educators throughout the world. I have never read anything quite like this book. It contains explicit representations of the conceptual frames and work of distinguished literacy teacher educators at various stages in their careers, accounts that provide a strong counter-narrative to the mainstream discourse in policy and education, that fully embrace the uncertainties and complexities of practice." From the Forward by Susan L. Lytle, Professor Emerita of Education in the Graduate School of Education, University of Pennsylvania

Teacher Education for High Poverty Schools

Author: Jo Lampert
Publisher: Springer
ISBN: 3319220594
Format: PDF, ePub, Docs
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This volume captures the innovative, theory-based, and grounded work being done by established scholars who are interrogating how teacher education can prepare teachers to work in challenging and diverse high-poverty settings. It offers articles from the US, Australia, Canada, the UK and Chile by some of the most significant scholars in the field. Internationally, research suggests that effective teachers for high poverty schools require deep theoretical understanding as well as the capacity to function across three well-substantiated areas: deep content knowledge, well-tuned pedagogical skills, and demonstrated attributes that prove their understanding and commitment to social justice. Schools in low socioeconomic communities need quality teachers most, however, they are often staffed by the least experienced and least prepared teachers. The chapters in this volume examine how pre-service teachers are taught to understand the social contexts of education. Drawing on the individual expertise of the authors, the topics covered include unpacking poverty for pre-service teachers, issues related to urban schooling as well as remote and regional area schooling.

Changing English

Author: Walter de Gruyter
Publisher: Walter de Gruyter GmbH & Co KG
ISBN: 3110429764
Format: PDF, ePub, Mobi
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Race Rhetoric and Technology

Author: Adam J. Banks
Publisher: Routledge
ISBN: 1135604819
Format: PDF, Mobi
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In this book Adam Banks uses the concept of the Digital Divide as a metonym for America's larger racial divide, in an attempt to figure out what meaningful access for African Americans to technologies and the larger American society can or should mean. He argues that African American rhetorical traditions--the traditions of struggle for justice and equitable participation in American society--exhibit complex and nuanced ways of understanding the difficulties inherent in the attempt to navigate through the seemingly impossible contradictions of gaining meaningful access to technological systems with the good they seem to make possible, and at the same time resisting the exploitative impulses that such systems always seem to present. Banks examines moments in these rhetorical traditions of appeals, warnings, demands, and debates to make explicit the connections between technological issues and African Americans' equal and just participation in American society. He shows that the big questions we must ask of our technologies are exactly the same questions leaders and lay people from Martin Luther King to Malcolm X to slave quilters to Critical Race Theorists to pseudonymous chatters across cyberspace have been asking all along. According to Banks the central ethical questions for the field of rhetoric and composition are technology access and the ability to address questions of race and racism. He uses this book to imagine what writing instruction, technology theory, literacy instruction, and rhetorical education can look like for all of us in a new century. Just as Race, Rhetoric, and Technology: Searching for Higher Ground is a call for a new orientation among those who study and profess African American rhetoric, it is also a call for those in the fields that make up mainstream English Studies to change their perspectives as well. This volume is intended for researchers, professionals, and students in Rhetoric and Composition, Technical Communication, the History of Science and Society, and African American Studies.

The Language of Schooling

Author: Mary J. Schleppegrell
Publisher: Routledge
ISBN: 1135620911
Format: PDF, ePub
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This book is about how language is used in the context of schooling. It demonstrates that the variety of English expected at school differs from the interactional language that students use for social purposes outside of school, and provides a linguistic analysis of the challenges of the school curriculum, particularly for non-native speakers of English, speakers of non-standard dialects, and students who have little exposure to academic language outside of schools. The Language of Schooling: A Functional Linguistics Perspective builds on current sociolinguistic and discourse-analytic studies of language in school, but adds a new dimension--the framework of functional linguistic analysis. This framework focuses not just on the structure of words and sentences, but on how texts are constructed--how particular grammatical choices create meanings in the different kinds of texts students are asked to read and write at school. The Language of Schooling: A Functional Linguistics Perspective *provides a functional description of the kinds of texts students are expected to read and write at school; *relates research from other sociolinguistic and language development perspectives to research from the systemic functional linguistics perspective; *focuses on the increasing linguistic demands of contexts of advanced literacy (middle school through college); *analyzes the genres typically encountered at school, with extensive description of the grammatical features of the expository essay, a gatekeeping genre for secondary school graduates; *reviews the grammatical features of disciplinary genres in science and history; and *argues for more explicit attention to language in teaching all subjects, with a particular focus on what is needed for the development of critical literacy. This book will enable researchers and students of language in education to recognize how the grammatical and discourse features of the language of schooling construct the content areas, role relationships, and purposes and expectations of schools. It also will enable them to better understand the nature of language itself and how it emerges from and helps to maintain social structures and institutions, and to apply these understandings to creating classroom environments that build on the strengths students bring to school.

Encyclopedia of Language and Education

Author: Ruth Wodak
Publisher: Springer Science & Business Media
ISBN: 9780792349280
Format: PDF, Mobi
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This volume covers basic fields of Sociolinguistics and the Sociology of Language; both macro- and micro-domains are presented in the fields of language teaching, minority languages, and problems of language acquisition as well as practical issues of curricula planning and textbook writing. This book addresses students and scholars in the social sciences as well as public officials in education, language teachers and textbook writers.