Countering Anti-Blackness and Symbolic Violence through Empathy in the Schooling Experiences of Young Black Men and Boys, Justin A. Purposeful Teaching and Learning: Realities and Possibilities, Carmel Roofe. From “Play School to Real School” Transforming a Classroom of Practice Through Critical Pedagogy, Hope Mayne. Moving Purposeful Teaching and Learning Beyond the College Classroom Bubble, Darrell Hucks, Tanya Sturtz and Katherine Tirabassi. What Do We Do in the Meantime? Practical Solutions for Eliminating Educational Inequities in Urban Schools Right Now, Amber Bryant, Marcia Watson, Ayana Allen, and Chance W. Educational Apartheid: Resisting Whiteness in South African Schools, Christopher B. I Love Myself: Becoming Designers of Urban Futures in Production-Centered Contexts, Danielle Filipiak. Multicultural Inclusion: Strategies for Teachers in Today’s Classrooms, Kimarie I. Teacher Thinking in Australia and the United States: A Cross-Cultural Examination, John P. Knowing You, Knowing Me: The Art of Purposeful Teaching, Victoria Showunmi.

Student Ambassadors: Developing Pedagogies to Promote New Learning Practices, Clare Gartland. Youth Organizing as a Vehicle for Cultivating Politically Engaged Learning, Wanda Watson. The Relationship Between Family Literacy Interactions and Third Grade Reading Achievement, Howard Tyrone Miller. Curriculum, Race and Representation in Undergraduate Art Education Programs, Alphonso Walter Grant. Teaching in an Age of State Sanctioned Lynching: Employing Culturally Sustaining Pedagogy to Respond to Persistent Social Inequity, Travis J. SECTION II: CULTURALLY RELEVANT APPROACHES.

Love as a Moral Imperative in Teaching and Teacher Education, Shamari K. Teaching and (Re) Thinking Student Achievement: Policy Implications on Leadership Preparation and Praxis, Cosette Grant. Libro + Biblioteca = Libertad: Dual Language Education and Humane Teaching at the Texas-Mexico Borderlands, Rodrigo Joseph Rodriguez. 40 Hours of Strategy: Making Sense of Pedagogical Dissonance Through Reflection, Joyanne Beverly De Four-Babb. Trans*ing Pedagogy: Recognition of Trans* and Gender Creative Youth in the Secondary ELA Classroom, sj Miller. When Black Girls Unite: How Critical Teacher Reflection Can Lead to a Pedagogy of Power, Monique Lane. One Art Teacher Empowering Urban Youth with Critical Arts Pedagogy, Cleveland Hayes and Luis Genaro Garcia. Latrisha’s Choice: Toward an ‘Economic Turn’ in Urban Education, Michael J. A Legacy of Literacy: Mathematics Teachers and the Quests for Racial Justice, Nathan N. As diverse populations of students enter American classrooms, it is important for their teachers to have relatable examples of purposeful teaching that are culturally responsive and culturally relevant.įoreword: The Cornerstone, Suzannne C. The four sections of the book capture the work of educators in teaching in diverse global settings such as the Australia, United Kingdom, Jamaica, Turkey, and across America. There are many educators worldwide who are committed to delivering this type of teaching and promoting learning that is engaged and active. Engaging purposeful teaching is an imperative that concerns students, teachers, teacher educators, educational leaders, and education policy makers around the globe.

These concerns are not limited to the geographic boundaries of the United States of America. What are the obstacles and challenges teachers and students face in their respective school settings and how do they grapple with and overcome them? Finally, what do these teachers and students know that motivates and informs their work? The scholars in this volume will take up these questions and share the findings of their research in the field of leadership, teacher education, and achievement. Unfortunately, students who are coming from culturally, economically, and linguistically diverse backgrounds are often occupying the bottom rungs regarding academic achievement (Ladson-Billings, 1995 Milner,2010 Hucks, 2014). At every level, their work is often measured solely against student achievement outcomes, often on standardized tests (Darling-Hammond & Youngs, 2002 Ravitch, 2010). Teachers have faced serious public critique regarding their effectiveness and professionalism in classrooms. Lewis, University of North Carolina at Charlotte. Lewis, University of North Carolina at CharlotteĪ volume in the series: Contemporary Perspectives on Access, Equity, and Achievement.

Purposeful Teaching and Learning in Diverse Contexts Implications for Access, Equity and AchievementĮdited by: Darrell Hucks, Keene State College Yolanda Sealey-Ruiz, Teachers College, Columbia University Victoria Showunmi, UCL Institute of Education, London Suzanne C.

Diverse contexts