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Informationen zum Autor Karyn Cooper is an assistant professor in Teacher Education, Literacy, Language, and Culture at the Ontario Institute for Studies in Education of the University of Toronto. Her research focuses on the sociocultural dimensions of literacy and teacher education. Robert E. White has taught extensively in public school systems across Canada and is currently assistant professor of inclusion at St. Francis Xavier University in Nova Scotia. Research interests include critical aspects of literacy, learning, and leadership. Klappentext Intended to situate self-examination and issues-based learning in reality in a professional context in which teachers and students work to shape practices and identities. Zusammenfassung Intended to situate self-examination and issues-based learning in reality in a professional context in which teachers and students work to shape practices and identities. Inhaltsverzeichnis Chapter 1 Foreword Chapter 2 Preface Chapter 3 Acknowledgments Chapter 4 Introduction Part 5 Part I: Beginning with Ourselves Chapter 6 1. The Classroom Community: "To Feel Safe" Chapter 7 2. Philosophical Frameworks: Toward a Critical Framework of Inquiry Chapter 8 3. Details, Essential Matters, and Voice: The "Good" Teacher Part 9 Part II: Students' and Teachers' Voices Chapter 10 4. Bullying in the Elementary School Chapter 11 5. Homophobia and Diverse Sexual Orientation Chapter 12 6. Sexism and Feminist Issues in Teaching: Unpacking Inequity Chapter 13 7. Diversity and Social Stratification Chapter 14 8. Anti-Discrimination Education Part 15 Part III: Toward a Pedagogy of Hope and School Change Chapter 16 9. Equity: Beyond Difference and Diversity Chapter 17 Index Chapter 18 About the Authors
