Preparing and Sustaining Social Justice Educators

Sonst. Personen	Francois, Annamarie (Hrsg.); Quartz, Karen Hunter (Hrsg.)
Titel	Preparing and Sustaining Social Justice Educators
Quelle	(2021), (256 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-68253-652-0
Schlagwörter	Social Justice; Teacher Education; Teacher Recruitment; Faculty Development; Teacher Persistence; Public Education; Coaching (Performance); Elementary Secondary Education; Teacher Role; Barriers; Teacher Shortage; California (Los Angeles) + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Lehrerausbildung; Lehrerbildung; Lehrerrekrutierung; Öffentliche Erziehung; Lehrerrolle; Lehrermangel
Abstract	"Preparing and Sustaining Social Justice Educators" spotlights the challenging and necessary work of fostering social justice in schools. Integral to this work are the teachers and school leaders who enact the principles of social justice-racial equity, cultural inclusivity, and identity acceptance--daily in their classrooms. This volume makes the case that high-quality public education relies on the recruitment, professional development, and retention of educators ready to navigate complex systemic and structural inequities to best serve vulnerable student populations. More Annamarie Francois and Karen Hunter Quartz, along with contributing scholars and practitioners, present an intersectional approach to educational justice. The approach, is grounded in research about deeper learning, community development, and school reform. Throughout the book, the contributors detail professional activities proven to sustain social justice educators. They show, for example, how effective teacher coaching encourages educators to confront their explicit and implicit biases, to engage in critical conversations and self-reflection, and to assess teacher performance through a social justice lens. The book illustrates how professional learning collaborations promote diverse, antiracist, and socially responsible learning communities. Case studies at three university-partnered K-12 schools in Los Angeles demonstrate the benefits of these professional alliances and practices. Francois and Quartz acknowledge the difficulty of the social justice educator's task, a challenge heightened by a K-12 teacher shortage, an undersupplied teacher pipeline, and school closures. Yet they keep their sights set on a just and equitable future, and in this work, they give educators the tools to build such a future. (As Provided).
Anmerkungen	Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 888-437-1437; Tel: 617-495-3432; Fax: 978-348-1233; e-mail: hepg@harvard.edu; Web site: http://hepg.org/hep-home/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01