Perfect for use in teacher preparation courses and professional learning groups, this book shows what critical pedagogy looks like and identifies the conditions needed for it to emerge in the K–12 classroom. Focusing on and documenting their experiences with one of their most disenfranchised students, six teachers analyze and rethink what they do in the classroom and why they do it. In so doing, each comes to re-imagine who they are as teachers and as individuals. This engaging collection illuminates writing as a powerful tool for thinking deeply about how and why teachers respond to students in particular ways.
- Prompts and suggested writing exercises at the end of each chapter to support teacher-writer groups.
- Guiding questions at the end of each chapter to support the instructional practices of K-12 teachers.
- Powerful stories of teachers' and students' experiences with standards, tracking practices, evaluation practices, and life.
- Helpful appendices, including books for further reading and an essay about the Oral Inquiry Process by Bob Fecho.
“This is an important book for all teachers to read—beginners and experienced, as it confronts all of us as teachers to pay attention to the social and political contexts within which we work and consider what we often ignore—our student’s lives outside of school.”
—From the Foreword by Ann Lieberman, Senior Scholar at Stanford University
“Kudos to Stephanie Jones and her colleagues for making moral sense of the day-to-day craft of education.”
—Carl Glickman, educator and author of The Trembling Field: Stories of Wonder, Possibilities, and Downright Craziness
Stephanie Jones is associate professor in the department of educational theory and practice at The University of Georgia, and co-director of the Red Clay Writing Project. Her books include The Reading Turn-Around: A Five-Part Framework for Differentiated Instruction.
About the Author
“An important book for all teachers to read, from beginners to experienced practitioners.”From the Foreword by Ann Lieberman, Stanford University
Stephanie Jones is associate professor in the Department of Educational Theory and Practice at The University of Georgia and codirector of the Red Clay Writing Project. Her books include The Reading Turn-Around: A Five-Part Framework for Differentiated Instruction.
Table of Contents
Foreword Ann Lieberman vii
1 Assembling a Critical Pedagogy Stephanie Jones 1
2 "You Just Got to Keep on Tryin'": Making Waves by Recognizing and Responding to Small Moments Jennifer McCreight 15
3 Allowing Our Wounds to Breathe: Emotions and Critical Pedagogy Jaye Thiel 36
4 Las Fronteras: Crossing Borders to Transform Ourselves and Our Teaching Daphne M. Hall 49
5 Powerful Poetic Inquiry: A Practitioner's Turn to Craft, Revision, and Critical Teaching Allisa Hall 71
6 Killing Giants and Critical Pedagogy Becky Hasty 84
7 From Pledging Allegiance to Your Flag to Sharing Beignets: Call-and-Response as Critical Pedagogy Angela Dean Dawan Coombs 100
8 On Writing Selves and Other Selves Out of Bindedness: Toward Beauty and Grace Stephanie Jones 123
Appendix A Oral Inquiry Processes-Teacher Research from PhilWP to the Red Clay Writing Project Bob Fecho 131
Appendix B Some of Our Favorite Readings on Teacher Research 139
Appendix C Some of Our Favorite Readings on Writing 141
About the Editor and Contributors 143