Teaching on Days After
portes grátis
Teaching on Days After
Educating for Equity in the Wake of Injustice
Dunn, Alyssa Hadley
Teachers' College Press
12/2021
240
Dura
Inglês
9780807766224
15 a 20 dias
333
Descrição não disponível.
Contents
Acknowledgments xi
1. Introduction 1
Days After That I Remember, as Student and Teacher 4
Teachable Moments in Service of Justice 8
On Silence 9
What This Book Is About 11
Why Teaching on Days After Matters-and Why Now 12
What Is "Days After Pedagogy"? 13
How This Book Is Organized 15
Student Spotlight: Days After Sandy Hook 16
Marlena Young
2. Guiding Frameworks 22
Guiding Frameworks in Context: Today's Classrooms as 24
Spaces for Days After Pedagogy
Asset-Based and Justice-Oriented Pedagogies 25
A Sociopolitical Education 30
Trauma Responsiveness and Socioemotional Learning in the Classroom 35
Conclusion 39
Theories in Practice: A Letter From a Teacher to His Students 40
Student Spotlight: Days After Community Turmoil 43
Roxy Mashkawiziikwe Sprowl
3. Toward a Purpose for Freedom: Why Teach on Days After 47
Days After Pedagogy Supports Student Agency and Voice 48
Days After Pedagogy Works Against Oppression 53
Days After Teaching Redefines "Relevance" 56
Disrupting Whiteness: Pushing Against "Two Sides" on Days After 58
Days After Pedagogy Responds to Trauma in a Meaningful Way 61
Days After Pedagogy Is a Form of Trauma-Responsive Teaching 62
Days After Pedagogy Offers a Space for Transformative Learning 65
Days After Pedagogy Is Sustaining for Students and Teachers 70
Conclusion 74
Student Spotlight: Days After Parkland 75
Deidre Gorkowski
4. Putting Students First: Who We're Teaching on Days After 77
Days After Pedagogy Is About Knowing Students Deeply 80
Days After Pedagogy Is for All Ages 82
Days After Pedagogy Is for All Content Areas 89
Days After Pedagogy Uses Student-Centered and Humanizing Lessons 93
Conclusion 96
Student Spotlights: Days After in 2020-2021 97
Sudeshna Flores and Ava Rizzico
5. Educators: Who Is Doing the Teaching on Days After? 101
Days After Pedagogy Requires Teachers to Be Vulnerable 102
Days After Pedagogy Pushes Teachers to Be Curricular Risk Takers 107
Days After Pedagogy Pushes Teachers to Work Through Fears and Challenges 114
Days After Pedagogy Necessitates That Teachers Negotiate Their Positionality 119
Conclusion 128
Student Spotlights: Days After the Capitol Attack 129
Corabella Dover and Marjorie Wiese
6. The Intersections of Teaching and Politics on Days After 131
Days After Elections 132
Days After Gun Violence 138
Days After Environmental Crises 143
Days After Gender Injustice 148
Student Spotlights: Days After Racial Injustice 153
Camille Dotson, Taliyah V. Andrews, and Maya Andrews
7. The Intersections of Teaching, Racism, and White
Supremacy on Days After
156
Days After Global Terrorism in a U.S. Context 157
Days After Racial Violence 161
Days After White Supremacist Events 165
Days After Immigration Injustice 169
Days After Local Racial Injustice 172
Conclusion 177
Student Spotlight: Looking Back on Days After 179
Paige Carletta
8. Conclusion 180
Part 1: Institutionalizing a Space for Days After Pedagogy 180
Part 2: Where Do We Go From Here? Some Final Advice for Teaching on Days After 185
Epilogue: January 2021 192
"What Will We Tell the Children?" 194
Appendix A: A Letter to Educators and Children 197
Appendix B: Methods 199
Appendix C: Participant Profiles 201
Appendix D: Social Media Resources for Supporting Days After Pedagogy 207
References 213
Index 219
About the Author 225
Acknowledgments xi
1. Introduction 1
Days After That I Remember, as Student and Teacher 4
Teachable Moments in Service of Justice 8
On Silence 9
What This Book Is About 11
Why Teaching on Days After Matters-and Why Now 12
What Is "Days After Pedagogy"? 13
How This Book Is Organized 15
Student Spotlight: Days After Sandy Hook 16
Marlena Young
2. Guiding Frameworks 22
Guiding Frameworks in Context: Today's Classrooms as 24
Spaces for Days After Pedagogy
Asset-Based and Justice-Oriented Pedagogies 25
A Sociopolitical Education 30
Trauma Responsiveness and Socioemotional Learning in the Classroom 35
Conclusion 39
Theories in Practice: A Letter From a Teacher to His Students 40
Student Spotlight: Days After Community Turmoil 43
Roxy Mashkawiziikwe Sprowl
3. Toward a Purpose for Freedom: Why Teach on Days After 47
Days After Pedagogy Supports Student Agency and Voice 48
Days After Pedagogy Works Against Oppression 53
Days After Teaching Redefines "Relevance" 56
Disrupting Whiteness: Pushing Against "Two Sides" on Days After 58
Days After Pedagogy Responds to Trauma in a Meaningful Way 61
Days After Pedagogy Is a Form of Trauma-Responsive Teaching 62
Days After Pedagogy Offers a Space for Transformative Learning 65
Days After Pedagogy Is Sustaining for Students and Teachers 70
Conclusion 74
Student Spotlight: Days After Parkland 75
Deidre Gorkowski
4. Putting Students First: Who We're Teaching on Days After 77
Days After Pedagogy Is About Knowing Students Deeply 80
Days After Pedagogy Is for All Ages 82
Days After Pedagogy Is for All Content Areas 89
Days After Pedagogy Uses Student-Centered and Humanizing Lessons 93
Conclusion 96
Student Spotlights: Days After in 2020-2021 97
Sudeshna Flores and Ava Rizzico
5. Educators: Who Is Doing the Teaching on Days After? 101
Days After Pedagogy Requires Teachers to Be Vulnerable 102
Days After Pedagogy Pushes Teachers to Be Curricular Risk Takers 107
Days After Pedagogy Pushes Teachers to Work Through Fears and Challenges 114
Days After Pedagogy Necessitates That Teachers Negotiate Their Positionality 119
Conclusion 128
Student Spotlights: Days After the Capitol Attack 129
Corabella Dover and Marjorie Wiese
6. The Intersections of Teaching and Politics on Days After 131
Days After Elections 132
Days After Gun Violence 138
Days After Environmental Crises 143
Days After Gender Injustice 148
Student Spotlights: Days After Racial Injustice 153
Camille Dotson, Taliyah V. Andrews, and Maya Andrews
7. The Intersections of Teaching, Racism, and White
Supremacy on Days After
156
Days After Global Terrorism in a U.S. Context 157
Days After Racial Violence 161
Days After White Supremacist Events 165
Days After Immigration Injustice 169
Days After Local Racial Injustice 172
Conclusion 177
Student Spotlight: Looking Back on Days After 179
Paige Carletta
8. Conclusion 180
Part 1: Institutionalizing a Space for Days After Pedagogy 180
Part 2: Where Do We Go From Here? Some Final Advice for Teaching on Days After 185
Epilogue: January 2021 192
"What Will We Tell the Children?" 194
Appendix A: A Letter to Educators and Children 197
Appendix B: Methods 199
Appendix C: Participant Profiles 201
Appendix D: Social Media Resources for Supporting Days After Pedagogy 207
References 213
Index 219
About the Author 225
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
teachers, students and traumatic events; trauma-sensitive schools; teachers, students and equitable commitments; teachers, K-12 students, and humanizing dialogue; teachers, students, and sociopolitical awareness; teaching values and social justice; tragedy, injustice and teaching; teaching students about justice and equity; days after pedagogy; equity and justice; teaching about school shootings; teaching about natural disasters; teaching about elections; anti-racist teaching; teaching controversial issues; teacher practice and traumatic events impacting students; trauma-informed teacher practice
Contents
Acknowledgments xi
1. Introduction 1
Days After That I Remember, as Student and Teacher 4
Teachable Moments in Service of Justice 8
On Silence 9
What This Book Is About 11
Why Teaching on Days After Matters-and Why Now 12
What Is "Days After Pedagogy"? 13
How This Book Is Organized 15
Student Spotlight: Days After Sandy Hook 16
Marlena Young
2. Guiding Frameworks 22
Guiding Frameworks in Context: Today's Classrooms as 24
Spaces for Days After Pedagogy
Asset-Based and Justice-Oriented Pedagogies 25
A Sociopolitical Education 30
Trauma Responsiveness and Socioemotional Learning in the Classroom 35
Conclusion 39
Theories in Practice: A Letter From a Teacher to His Students 40
Student Spotlight: Days After Community Turmoil 43
Roxy Mashkawiziikwe Sprowl
3. Toward a Purpose for Freedom: Why Teach on Days After 47
Days After Pedagogy Supports Student Agency and Voice 48
Days After Pedagogy Works Against Oppression 53
Days After Teaching Redefines "Relevance" 56
Disrupting Whiteness: Pushing Against "Two Sides" on Days After 58
Days After Pedagogy Responds to Trauma in a Meaningful Way 61
Days After Pedagogy Is a Form of Trauma-Responsive Teaching 62
Days After Pedagogy Offers a Space for Transformative Learning 65
Days After Pedagogy Is Sustaining for Students and Teachers 70
Conclusion 74
Student Spotlight: Days After Parkland 75
Deidre Gorkowski
4. Putting Students First: Who We're Teaching on Days After 77
Days After Pedagogy Is About Knowing Students Deeply 80
Days After Pedagogy Is for All Ages 82
Days After Pedagogy Is for All Content Areas 89
Days After Pedagogy Uses Student-Centered and Humanizing Lessons 93
Conclusion 96
Student Spotlights: Days After in 2020-2021 97
Sudeshna Flores and Ava Rizzico
5. Educators: Who Is Doing the Teaching on Days After? 101
Days After Pedagogy Requires Teachers to Be Vulnerable 102
Days After Pedagogy Pushes Teachers to Be Curricular Risk Takers 107
Days After Pedagogy Pushes Teachers to Work Through Fears and Challenges 114
Days After Pedagogy Necessitates That Teachers Negotiate Their Positionality 119
Conclusion 128
Student Spotlights: Days After the Capitol Attack 129
Corabella Dover and Marjorie Wiese
6. The Intersections of Teaching and Politics on Days After 131
Days After Elections 132
Days After Gun Violence 138
Days After Environmental Crises 143
Days After Gender Injustice 148
Student Spotlights: Days After Racial Injustice 153
Camille Dotson, Taliyah V. Andrews, and Maya Andrews
7. The Intersections of Teaching, Racism, and White
Supremacy on Days After
156
Days After Global Terrorism in a U.S. Context 157
Days After Racial Violence 161
Days After White Supremacist Events 165
Days After Immigration Injustice 169
Days After Local Racial Injustice 172
Conclusion 177
Student Spotlight: Looking Back on Days After 179
Paige Carletta
8. Conclusion 180
Part 1: Institutionalizing a Space for Days After Pedagogy 180
Part 2: Where Do We Go From Here? Some Final Advice for Teaching on Days After 185
Epilogue: January 2021 192
"What Will We Tell the Children?" 194
Appendix A: A Letter to Educators and Children 197
Appendix B: Methods 199
Appendix C: Participant Profiles 201
Appendix D: Social Media Resources for Supporting Days After Pedagogy 207
References 213
Index 219
About the Author 225
Acknowledgments xi
1. Introduction 1
Days After That I Remember, as Student and Teacher 4
Teachable Moments in Service of Justice 8
On Silence 9
What This Book Is About 11
Why Teaching on Days After Matters-and Why Now 12
What Is "Days After Pedagogy"? 13
How This Book Is Organized 15
Student Spotlight: Days After Sandy Hook 16
Marlena Young
2. Guiding Frameworks 22
Guiding Frameworks in Context: Today's Classrooms as 24
Spaces for Days After Pedagogy
Asset-Based and Justice-Oriented Pedagogies 25
A Sociopolitical Education 30
Trauma Responsiveness and Socioemotional Learning in the Classroom 35
Conclusion 39
Theories in Practice: A Letter From a Teacher to His Students 40
Student Spotlight: Days After Community Turmoil 43
Roxy Mashkawiziikwe Sprowl
3. Toward a Purpose for Freedom: Why Teach on Days After 47
Days After Pedagogy Supports Student Agency and Voice 48
Days After Pedagogy Works Against Oppression 53
Days After Teaching Redefines "Relevance" 56
Disrupting Whiteness: Pushing Against "Two Sides" on Days After 58
Days After Pedagogy Responds to Trauma in a Meaningful Way 61
Days After Pedagogy Is a Form of Trauma-Responsive Teaching 62
Days After Pedagogy Offers a Space for Transformative Learning 65
Days After Pedagogy Is Sustaining for Students and Teachers 70
Conclusion 74
Student Spotlight: Days After Parkland 75
Deidre Gorkowski
4. Putting Students First: Who We're Teaching on Days After 77
Days After Pedagogy Is About Knowing Students Deeply 80
Days After Pedagogy Is for All Ages 82
Days After Pedagogy Is for All Content Areas 89
Days After Pedagogy Uses Student-Centered and Humanizing Lessons 93
Conclusion 96
Student Spotlights: Days After in 2020-2021 97
Sudeshna Flores and Ava Rizzico
5. Educators: Who Is Doing the Teaching on Days After? 101
Days After Pedagogy Requires Teachers to Be Vulnerable 102
Days After Pedagogy Pushes Teachers to Be Curricular Risk Takers 107
Days After Pedagogy Pushes Teachers to Work Through Fears and Challenges 114
Days After Pedagogy Necessitates That Teachers Negotiate Their Positionality 119
Conclusion 128
Student Spotlights: Days After the Capitol Attack 129
Corabella Dover and Marjorie Wiese
6. The Intersections of Teaching and Politics on Days After 131
Days After Elections 132
Days After Gun Violence 138
Days After Environmental Crises 143
Days After Gender Injustice 148
Student Spotlights: Days After Racial Injustice 153
Camille Dotson, Taliyah V. Andrews, and Maya Andrews
7. The Intersections of Teaching, Racism, and White
Supremacy on Days After
156
Days After Global Terrorism in a U.S. Context 157
Days After Racial Violence 161
Days After White Supremacist Events 165
Days After Immigration Injustice 169
Days After Local Racial Injustice 172
Conclusion 177
Student Spotlight: Looking Back on Days After 179
Paige Carletta
8. Conclusion 180
Part 1: Institutionalizing a Space for Days After Pedagogy 180
Part 2: Where Do We Go From Here? Some Final Advice for Teaching on Days After 185
Epilogue: January 2021 192
"What Will We Tell the Children?" 194
Appendix A: A Letter to Educators and Children 197
Appendix B: Methods 199
Appendix C: Participant Profiles 201
Appendix D: Social Media Resources for Supporting Days After Pedagogy 207
References 213
Index 219
About the Author 225
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
teachers, students and traumatic events; trauma-sensitive schools; teachers, students and equitable commitments; teachers, K-12 students, and humanizing dialogue; teachers, students, and sociopolitical awareness; teaching values and social justice; tragedy, injustice and teaching; teaching students about justice and equity; days after pedagogy; equity and justice; teaching about school shootings; teaching about natural disasters; teaching about elections; anti-racist teaching; teaching controversial issues; teacher practice and traumatic events impacting students; trauma-informed teacher practice
