Teacher Education with an Attitude

Description

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.

Acknowledgments

Introduction
Patrick J. Finn and Mary E. Finn

I. Addressing Issues of Class, Race, and Culture

1. Teacher Education With an Attitude: Completing the Revolution
Patrick J. Finn

2. Labor Deserves Credit: The Popular Education Foundations of the National Labor College
Susan J. Schurman

3. Coalition for Educational Justice: Antiracist Organizing and Teacher Education
Alex Caputo-Pearl, Kahllid A. al-Aim, and Frances A. Martin)

II. Social Justice Teacher Education in Undergraduate Courses

4. Developing Critically Reflective Practitioners: Integrating a Practice-Reflection-Theory Cycle of Learning in an Undergraduate Literacy Course
Gillian S. Richardson and Rosemary K. Murray

5. Teacher Education and Community Organizing
Dennis Shirley

6. Learning to Act: Interactive Performance and Preservice Teacher Education
Rosalie M. Romano

III. Social Justice Teacher Education in Graduate School

7. New Literacies With an Attitude: Transformative Teacher Education through Digital Video Learning Tools
Suzanne M. Miller and Suzanne Borowicz

8. The Journey to Justice: Inquiry as a Framework for Teaching Powerful Literacy
Diane Zigo

9. Accessing Praxis: Practicing Theory, Theorizing Practice in Social Justice Teachers' First Year of Teaching
Peter Hoffman-Kipp and Brad Olsen

10. Russian Children in American Schools: Towards Intercultural Dialogue in Diverse Classrooms and Teacher Preparation Programs
Vladimir Ageyev

IV. Social Justice Teacher Education through Professional Development

11. Urban Teacher Development That Changes Classrooms, Curriculum, and Achievement
Jeffrey M. R. Duncan-Andrade

12. Literacy with an Attitude and Understanding the Water We Swim In
John Otterness

13. Popular Education in Los Angeles High School Classrooms: The Collective Bargaining Education Project
Linda Tubach

14. "We Cannot Avoid Taking Sides": Teacher Unions, Urban Communities, and Social Justice in Historical Perspective
Lauri Johnson

15. For Further Thought
Mary E. Finn

Contributors
Index

Informations

• Publié par: State University of New York Press
• Date de parution: 27 mars 2012
• Nombre de lectures: 0
• EAN13: 9780791480397
• Langue: English

Extrait

Teacher Education with an ATTITUDE

Preparing Teachers to Educate WorkingClass Students in Their Collective SelfInterest

Edited by P A T R I C K J . F I N NA N DE . F I N NM A R Y

TEACHER EDUCATION WITH AN ATTITUDE

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EDITED BY Patrick J. Finn and Mary E. Finn

TEACHER EDUCATION WITH AN ATTITUDE

Preparing Teachers to Educate WorkingClass Students in Their Collective SelfInterest

State University of New York Press

Published by S TATE  U NIVERSITY OF  N EW Y ORK  P RESS A LBANY

© 2007 State University of New York

All rights reserved

Printed in the United States of America

No part of this book may be used or reproduced in any manner whatsoever without written permission. No part of this book may be stored in a retrieval system or transmitted in any form or by any means including electronic, electrostatic, magnetic tape, mechanical, photo- copying, recording, or otherwise without the prior permission in writing of the publisher.

For information, address State University of New York Press 194 Washington Avenue, Suite 305, Albany, NY 12210-2384

Production by Judith Block Marketing by Fran Keneston

Library of Congress CataloginginPublication Data

Teacher education with an attitude : preparing teachers to educate working-class students in their collective self-interest / edited by Patrick J. Finn, Mary E. Finn. p. cm. Includes bibliographical references and index. ISBN-13: 978-0-7914-7035-0 (alk. paper) ISBN-13: 978-0-7914-7036-7 (pbk. : alk. paper) 1. Teachers—Training of—Curricula—United States. 2. Multiculturalism-—Study and teaching (Higher)—United States. I. Finn, Patrick J. II. Finn, Mary E.

LB1715.F455 2007 370.71'173—dc22

10 9 8 7 6 5 4 3 2 1

2006013429

For our grandsons Harry, Lewis, Moe, and PJ

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Teacher Education With an Attitude: Completing the Revolution Patrick J. Finn

1

2

Coalition for Educational Justice: Antiracist Organizing and Teacher Education Alex CaputoPearl, Kahllid A. AlAlim, and Frances A. Martin

3

3

Labor Deserves Credit: The Popular Education Foundations of the National Labor College Susan J. Schurman

3

6

Acknowledgments

Patrick J. Finn and Mary E. Finn

Contents

Introduction

1

ix

Teacher Education and Community Organizing Dennis Shirley

II. Social Justice Teacher Education in Undergraduate Courses

Developing Critically Reflective Practitioners: Integrating a Practice-Reflection-Theory Cycle of Learning in an Undergraduate Literacy Course Gillian S. Richardson and Rosemary K. Murray

4

7

I. Addressing Issues of Class, Race, and Culture

3

4

1

6

5

5

5

7

9

9

Learning to Act: Interactive Performance and Preservice Teacher Education Rosalie M. Romano

5

1

Index

111

Popular Education in Los Angeles High School Classrooms: The Collective Bargaining Education Project Linda Tubach

251

231

191

173

247

8

Contributors

CONTENTS

viii

The Journey to Justice: Inquiry as a Framework for Teaching Powerful Literacy Diane Zigo

Urban Teacher Development That Changes Classrooms, Curriculum, and Achievement Jeffrey M. R. DuncanAndrade

“We Cannot Avoid Taking Sides”: Teacher Unions, Urban Communities, and Social Justice in Historical Perspective Lauri Johnson

205

217

Literacy with an AttitudeWaterand Understanding the We Swim In John Otterness

1

1

3

4

For Further Thought

9

New Literacies With an Attitude: Transformative Teacher Education through Digital Video Learning Tools Suzanne M. Miller and Suzanne Borowicz

7

Accessing Praxis: Practicing Theory, Theorizing Practice in Social Justice Teachers’ First Year of Teaching Peter HoffmanKipp and Brad Olsen

141

127

III. Social Justice Teacher Education in Graduate School

IV. Social Justice Teacher Education through Professional Development

1

2

1

1

0

1

Russian Children in American Schools: Towards Intercultural Dialogue in Diverse Classrooms and Teacher Preparation Programs Vladimir Ageyev

157

Mary E. Finn

Acknowledgments

CONTENTS

ix

Chapter 2, “Labor Deserves Credit:The Popular Education Foundations of the National Labor College” by Susan J. Schurman is a revised version of Chapter 8, Article 4, “Labor Deserves Credit: The Popular Education Roots of the National Labor College,” inTeaching for Change: Popular Education and the Labor Movement, L. Delp, M. Outman-Kramer, S. J. Schurman, and K. Wong (eds.), Los Angeles, CA: UCLA Center for Labor Research and Education (2002), pp. 204–218. Chapter 13, “Popular Education in Los Angeles Classrooms: Collective Bargaining Education Project,” by Linda Tubach is a revised version of Chapter 8, Article 3, “Labor in the Schools: Collective Bargaining Education Project,” inPopular Education and the Labor MovementTeaching for Change: , L. Delp, M. Outman-Kramer, S. J. Schurman, and K. Wong (eds.), Los Angeles, CA: UCLA Center for Labor Research and Education (2002), pp. 198–202. We are very grateful to UCLA Center for Labor Research and Education for permission to reprint revised versions of these chapters. We wish to thank Laurence Tan, a Los Angeles teacher whose video the “Ice Cream Truck Protest” provided the inspiration for the cover art, and his 5th grade students who successfully protested the sale of toy guns from an ice cream truck that stopped in front of their school each afternoon. We wish to thank Amy Finn Bernier whose line drawing contributed to the cover design.

ix