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Teacher Preparation for Linguistically Diverse Classrooms
At the forefront in focusing on the preparation of mainstream classroom teachers to work with K-12 students in the U.S. who speak native languages other than English, this book both contributes to the research base and provides practical information.
Revealed
From the perspective of a Black woman, Copeland reveals lessons about history, the invisibility of racism, and the insidiousness of prejudice and bias, all in just a weekly five-minute read. Revealed is a resource for those committed to better understanding racism, prejudice, and bias. This tool will aid those who have been through racial equity training and want to continue their learning journey in a structured, proactive way. Not only does it offer critical information, it prompts deep reflection and encourages action. As noted social justice advocate Howard Ross said in the book's Foreword: "Each of the weekly 'reads' is, in and of itself, a lesson in our understanding of the dynamics of race. It calls for us to stop, listen, think, and digest in a way that the modern reader can easily absorb and get meaning from."
Daughters of the Dream
Life and friendship seen through the lens of the civil rights and racial justice movements, you might expect it to be stories of mistreatment based on race. But that is only the backdrop. Growing up in 1950s and '60s they went on to college and success in their respective professions.
Teacher Education, Diversity, and Community Engagement in Liberal Arts Colleges
Teacher Education, Diversity, and Community Engagement in Liberal Arts Colleges examines the promise of and issues related to preparing teachers for cultural diversity through community engagement in the liberal arts colleges. This book emphasizes the transformational power of community engagement to both teacher education and the small liberal arts college. Through a careful examination of literature and reflections on practice, Lucy W. Mule underscores the community-engaged approach to teacher education, emphasizing deep relationships with culturally diverse communities, community-based pedagogy, and a consideration of institutional contexts. Building on recent conversations in the areas o...
TEMPTING LUCAS
Worried about her aging grandmother, Emily visited her grandmother’s mansion after a long absence. Eleven years earlier, she'd fallen in love with Lucas, the man next door. However, after a painful encounter, and his engagement, she fell out of love with him. At least Lucas was now working as a doctor in faraway Africa—there was no way that they would run into each other now. But, sadly, his wife passed away and he had returned to his home. To make matters worse, a fire broke out in her grandmother’s mansion the very night Emily arrived, meaning Emily and her grandmother have nowhere else to go but Lucas’s nearby home. Unbelievable! How on earth is Emily going to be able to share a roof him?
Educating Culturally Responsive Teachers
Provides a coherent framework for preparing teachers to work with a diverse student population.
Portraits of Promise
By 2040, more than 30 percent of students in the United States will be immigrants or the children of immigrants. What factors can help these young people thrive in school, despite the many obstacles they face? And how can school staff best support immigrant students’ academic and personal success? In Portraits of Promise, educators hear from the ultimate experts—successful newcomer students. Drawing on the students’ own stories, the book highlights the kinds of support and resources that help students engage positively with school culture, establish supportive peer networks, form strong bonds with teachers, manage competing expectations from home and school, and navigate the challenges of high-stakes testing and the college application process.
Language, Culture, and Teaching
Distinguished multiculturalist Sonia Nieto speaks directly to current and future teachers in this thoughtful integration of a selection of her key writings with creative pedagogical features. Offering information, insights, and motivation to teach students of diverse cultural, racial, and linguistic backgrounds, this text is intended for upper-undergraduate and graduate-level students and professional development courses. Examples are included throughout to illustrate real-life dilemmas about diversity that teachers face in their own classrooms; ideas about how language, culture, and teaching are linked; and ways to engage with these ideas through reflection and collaborative inquiry. Each chapter includes critical questions; classroom activities; and community activities suggesting projects beyond the classroom context. Over half of the chapters are new to this edition, bringing it up-to-date in terms of recent educational policy issues and demographic changes in our society.
Teaching for Social Justice?
Teaching for Social Justice? Voices from the Front Lines examines the process of four K-12 educators and a university-based researcher discussing, studying, and acting on the potential power of social justice. Through frequent, lively, and complex meetings, these educators examine their varying educational philosophies, practices, and teaching sites. Using experimental writing methods and qualitative methodology, North bridges the great divide between teacher and academic discourse. She analyzes the complex, interconnected competencies pursued in the name of social justice, including functional, critical, relational, democratic, and visionary literacies. In doing so, she reveals the power of cross-institutional, democratic inquiry on social issues in education.
