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In this skillfully crafted and engaging book, a group of student teachers -- led by Linda Darling-Hammond -- share their candid questions, concerns, dilemmas, and lessons learned about how to teach for social justice and social change. This text provides powerful examples of how Darling-Hammond and her students thoughtfully integrated diversity within a teacher education program -- an excellent model for educators who are seeking ways to transform their teacher education programs to better prepare teachers to work effectively in multicultural classrooms.The honest reflections, case studies, lessons, and projects described offer valuable tools to help teachers: -- Engage in productive dialogues about both the inequities and the possibilities for social reconstruction within the communities where they will be teaching.-- Apply the concepts they are learning in a university classroom to teaching for social justice in their own classrooms.-- Find ways to use their insights about diversity to intervene on behalf of victimized and marginalized students.
About the author
Linda Darling-Hammond is Charles E. Ducommun Professor of Education at Stanford University and faculty sponsor for the Stanford Teacher Education Program (STEP). She received the 2022 Yidan Prize for Education Research. She received the 2023 AERA Distinguished Public Service Award. She received the 2023 National Association of State Boards of Education (NASBE) Policy Leader of the Year.
Jennifer French teaches English and social studies at Tennyson High School in Hayward, California.
Silvia Paloma Garcia-Lopez is a social studies teacher at Santa Clara High School in Santa Clara, California.
Summary
In this text a group of student teachers share their candid questions, concerns, dilemmas and lessons learned about how to teach for social justice and social change. There are examples of how Linda Darling-Hammond and her students integrated diversity within a teacher education programme.
