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Teaching as Protest explores how K-12 teachers can expand the boundaries of their profession with anti-oppressive, community-building pedagogies. This book provides offers planning, preparation, and practice tools whose modalities recognize identity and mindset, emphasizing schools that predominantly serve Black students.
Inhaltsverzeichnis
1. The Moral Arc of Pedagogical Protest: From Resistance to Reimagination 2. Disordered Attachments: The Risks and Revolution of Identities Work 3. An Appeal to White Folx in White Spaces: What Are We Giving Up? 4. But If Faced With Courage: Talk About History in Today’s Context 5. Two Sides of the Same Coin: Talk About Power, Not Only Oppression 6. Just Another Day: Talk About the Everydayness of Race 7. How Does it Feel to Not Be a Problem? Talk About Whiteness 8. Ain’t I A Human? Talk About Personhood, Not Production 9. And Ways to Grow: Talk About a Literacy as a Tool 10. The World Can’t Take It Away: Talk About Joy 11. Conclusion: On Inconvenience
Über den Autor / die Autorin
Dr. Robert S. Harvey is Superintendent of East Harlem Scholars Academies, a community-based network of PK-12 schools, and Chief Academic Officer of East Harlem Tutorial Program, where he manages Out-of-School Time, Postsecondary, and Teaching Residency programs. A Visiting Professor in the Practice of Public Leadership at Memphis Theological Seminary, Dr. Harvey is an education leader, community connector, author, and public voice in education, child advocacy, and social change with extensive experience in academic and non-profit leadership.
Susan Gonzowitz is the founding Managing Director of the East Harlem Teaching Residency, a 28-month, school-based teacher development program of East Harlem Tutorial Program. An Adjunct Lecturer in Literacy and Racial Equity at Hunter College School of Education (CUNY), Ms. Gonzowitz is a teacher developer, consultant, and author committed to pedagogy, antiracism, and literacy.
Zusammenfassung
Teaching as Protest explores how K-12 teachers can expand the boundaries of their profession with anti-oppressive, community-building pedagogies. This book provides offers planning, preparation, and practice tools whose modalities recognize identity and mindset, emphasizing schools that predominantly serve Black students.
