Summary of Christopher Emdin's For White Folks Who Teach in the Hood... and the Rest of Y'all Too

Everest Media

Description

Please note: This is a companion version & not the original book.
Sample Book Insights:
#1 Being on time and prepared for class can be difficult for students, especially those who live in urban areas. This can make them invisible to their teachers, who may not understand the cultural nuances of being on time and prepared in an urban setting.
#2 In cities, it can be difficult for students to be on time and prepared for class. This can make them invisible to their teachers, who may not understand the cultural nuances of being on time and prepared in an urban setting.
#3 Urban education experts don’t live in urban communities and don’t look like the students they discuss in meetings and conferences, so they don’t understand the deep connections between urban experience and school performance.
#4 To be in touch with the community, you need to go where the students live and work to be invited into their emotional-laden spaces.

Informations

• Publié par: Everest Media LLC
• Date de parution: 13 octobre 2022
• Nombre de lectures: 0
• EAN13: 9798350031027
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

Insights on Christopher Emdin's For White Folks Who Teach in the Hood and the Rest of Yall Too
Contents Insights from Chapter 1 Insights from Chapter 2 Insights from Chapter 3 Insights from Chapter 4 Insights from Chapter 5 Insights from Chapter 6 Insights from Chapter 7 Insights from Chapter 8 Insights from Chapter 9 Insights from Chapter 10 Insights from Chapter 11
Insights from Chapter 1

#1

Being on time and prepared for class can be difficult for students, especially those who live in urban areas. This can make them invisible to their teachers, who may not understand the cultural nuances of being on time and prepared in an urban setting.

#2

In cities, it can be difficult for students to be on time and prepared for class. This can make them invisible to their teachers, who may not understand the cultural nuances of being on time and prepared in an urban setting.

#3

Urban education experts don’t live in urban communities and don’t look like the students they discuss in meetings and conferences, so they don’t understand the deep connections between urban experience and school performance.

#4

To be in touch with the community, you need to go where the students live and work to be invited into their emotional-laden spaces.

#5

We need to understand that urban education is about more than just academics. It’s about how we learn to walk in the world, how we navigate social relationships, and how we come to terms with the reality of living in a place where we are constantly reminded of our place in society.

#6

We have to understand that urban education is about more than just academics. It’s about how we learn to walk in the world, how we navigate social relationships, and how we come to terms with the reality of living in a place where we are constantly reminded of our place in society.

#7

To be in touch with the community, you need to go where the students live and work to be invited into their emotional-laden spaces.

#8

If we want to transform schools, we must recognize the neoindigeneity of youth, and build safe and trusting environments that are respectful of their culture.

#9

Education should prepare you to navigate the world, not just the classroom.

#10

To be in touch with the community, you must go where the students live and work to be invited into their emotional-laden spaces.

#11

Don’t worry about the differences between cities and suburbs; worry about the differences between white suburban teachers and black urban youth. Don’t worry about the differences between cities and rural areas; worry about the differences between white suburban teachers and rural youth.