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The chapters in this collection explore the implementation of social justice pedagogies with preservice teachers by members of the Commission on Social Justice in Teacher Education; a group of teacher educators from across the country whose primary goal is to prepare teachers to use socially just models to reach all groups of students and to create a more equitable educational system. In this collection, each member/author presents a critical model of social justice teaching by considering the ways in which gender, race, class, and other intersections function in the classroom. Individually, authors enact critical models by interrogating inequitable systems of oppression in their own professional and pedagogical environments. Collectively, the chapters ask what thoughtful, participatory social justice pedagogy looks like in multidimensional pedagogical spaces. At all levels, this collection explores the rewards and challenges of social justice pedagogy within and outside of preservice teacher preparation programs influenced by a constantly shifting political landscape. Ultimately, this collection seeks to discover how ideas of social justice are conceptualized and understood by English educators and K-12 teachers.
As a possible approach to this question, the chapters in this collection support ELATE-SJ's paradigm for advocacy. This paradigm includes three areas of enaction: research, scholarship, and action. Within these areas, members of the commission (authors) seek to better understand how preservice ELA teachers see themselves and others, to develop flexible teaching models grounded in social justice pedagogy (SJP), and to delineate opportunities for transformation, growth, and change in and through our profession.
Inhaltsverzeichnis
Acknowledgments - List of Contributors - Briana Asmus/Charles H. Gonzalez: What Is Social Justice to Teacher Education? A History of the Commission on Social Justice in Teacher Education Programs - Noah Asher Golden: Countering Reified Framings of Social Justice: Building Responsiveness through Dialogue - Allen Webb: The Climate Emergency and English Education - Nicole Sieben: Positioning Writing Hope as a Framework for Social Justice in English Education - Heather Hurst: "It's Harder to Do It Here": Learning to Teach for Social Justice in a Rural English Education Course - Deborah Bieler: Designing an Equity-Oriented Undergraduate English Education Major - Kelly Byrne Bull: Preparing Teacher Candidates to Meet the Needs of English Language Learners: Social Justice as Foundation - Amy Vetter/Melissa Schieble/Kahdeidra Monét Martin/Terri Rodriguez: Framework for Critical Conversations as Social Justice Pedagogy in ELA Classrooms - Todd DeStigter: Culturally Sustaining Pedagogy and the Problem of Poverty: From Cultural Identity to Political Subjectivity - Index.
Über den Autor / die Autorin
Briana Asmus is an assistant professor of Education and ESL/Bilingual Program Director at Aquinas College. Prior to academia, she was a literacy consultant in migrant education, and taught English/ESL in South Korea, Japan, China, and the United States.
Charles H. Gonzalez, PhD., an assistant professor of Curriculum and Instruction, has worked with diverse populations of pre-service teachers, public school students, and out-of-school youths for nearly two decades. His duties in the Department of Teaching and Learning at Austin Peay State University include teaching pedagogy and education courses. He has published research on multimodality, teacher education, and implementing digital video into ELA classrooms. His current work centers on discovering ways to encourage and support teachers to be culturally relevant and uncovering ways to develop new culturally sustaining pedagogies. He has been part of over twenty educational conference presentations.
Zusammenfassung
The chapters in this collection explore the implementation of social justice pedagogies with preservice teachers by members of the Commission on Social Justice in Teacher Education. Ultimately, this collection seeks to discover how ideas of social justice are conceptualized and understood by English Educators and K-12 teachers.
Bericht
"For any English Education programs undergoing accreditation or program revision, this book traces the significant history of the field's social justice standard, offering a range of examples of how its implementation could look. Effecting social justice through English teaching might involve: nationwide dialogue around shared provocative texts, addressing the climate emergency, truly teaching to multilingual students, naming and responding to race and racism, or ensuring that we devote attention to class differences. Rather than pick and choose one way to meet the standard, programs could incorporate a panoply of these approaches so that English classrooms cannot help but become the central site for social change."-Sophia Tatiana Sarigianides, author (with Carlin Borsheim-Black) of Letting Go of Literary Whiteness: Antiracist Literature Instruction for White Students
