Classroom Cultures
Equitable Schooling for Racially Diverse Youth
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Multicultural Education, Educational Psychology
| Author: | Michelle G. Knight-Manuel, Joanne E. Marciano | ISBN: | 9780807777374 |
| Publisher: | Teachers College Press | Publication: | December 15, 2009 |
| Imprint: | Language: | English |
| Author: | Michelle G. Knight-Manuel, Joanne E. Marciano |
| ISBN: | 9780807777374 |
| Publisher: | Teachers College Press |
| Publication: | December 15, 2009 |
| Imprint: | |
| Language: | English |
This practical resource will assist secondary educators in creating equitable schooling environments for racially diverse youth. Classroom Cultures provides direct insight into the experiences, challenges, and successes of teachers and school leaders who were among more than 500 educators across 29 schools who engaged in professional development to better understand and implement culturally relevant educational practices. The authors identify key aspects of successful strategies and offer recommendations for tackling the many challenges of implementing effective school change. Short vignettes incorporate the perspectives of teachers, counselors, administrators, and the authors as they collaborate and reflect on their own practices. Each chapter includes critical questions to help readers reflect on their own experiences and perspectives with a view to strengthening their commitment to equity.
Book Features:
- Makes visible the successes, challenges, and actual classroom practices of educators implementing culturally relevant pedagogies.
- Draws clear connections between considerations of equity, race, and culturally relevant pedagogies and classrooms, school culture, and college access.
- Provides critical inquiry-based practices for the ongoing professional development of educators working with diverse student populations across urban, suburban, and rural communities.
“This book is a must-read for those of us in the fight for social justice.”
—H. Richard Milner IV, professor of education and Cornelius Vanderbilt Endowed Chair of Education, Vanderbilt University
“This book is about examining our beliefs, sharing our vulnerability, and facing fear together to authentically implement culturally relevant pedagogy.”
—Maria Ortiz, principal, Newark Public Schools
“This book is timely and a must-read for school leaders and educators. . . . A beautiful weaving of theory and practice for educational change!”
—Dorinda J. Carter Andrews, co-editor, Journal of Teacher Education
This practical resource will assist secondary educators in creating equitable schooling environments for racially diverse youth. Classroom Cultures provides direct insight into the experiences, challenges, and successes of teachers and school leaders who were among more than 500 educators across 29 schools who engaged in professional development to better understand and implement culturally relevant educational practices. The authors identify key aspects of successful strategies and offer recommendations for tackling the many challenges of implementing effective school change. Short vignettes incorporate the perspectives of teachers, counselors, administrators, and the authors as they collaborate and reflect on their own practices. Each chapter includes critical questions to help readers reflect on their own experiences and perspectives with a view to strengthening their commitment to equity.
Book Features:
- Makes visible the successes, challenges, and actual classroom practices of educators implementing culturally relevant pedagogies.
- Draws clear connections between considerations of equity, race, and culturally relevant pedagogies and classrooms, school culture, and college access.
- Provides critical inquiry-based practices for the ongoing professional development of educators working with diverse student populations across urban, suburban, and rural communities.
“This book is a must-read for those of us in the fight for social justice.”
—H. Richard Milner IV, professor of education and Cornelius Vanderbilt Endowed Chair of Education, Vanderbilt University
“This book is about examining our beliefs, sharing our vulnerability, and facing fear together to authentically implement culturally relevant pedagogy.”
—Maria Ortiz, principal, Newark Public Schools
“This book is timely and a must-read for school leaders and educators. . . . A beautiful weaving of theory and practice for educational change!”
—Dorinda J. Carter Andrews, co-editor, Journal of Teacher Education
