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Best teachers in the hood
1. For White Folks Who Teach in the Hood... and the Rest of Y'all Too: Reality Pedagogy and Urban Education (Race, Education, and Democracy)
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For White Folks Who Teach in the Hood and the Rest of Y all Too Reality Pedagogy and Urban EducationDescription
A New York Times Best SellerMerging real stories with theory, research, and practice, a prominent scholar offers a new approach to teaching and learning for every stakeholder in urban education.
Drawing on his own experience of feeling undervalued and invisible in classrooms as a young man of color and merging his experiences with more than a decade of teaching and researching in urban America, award-winning educator Christopher Emdin offers a new lens on an approach to teaching and learning in urban schools. For White Folks Who Teach in the Hood...and the Rest of Yall Too is the much-needed antidote to traditional top-down pedagogy and promises to radically reframe the landscape of urban education for the better.
He begins by taking to task the perception of urban youth of color as unteachable, and he challenges educators to embrace and respect each students culture and to reimagine the classroom as a site where roles are reversed and students become the experts in their own learning.
Putting forth his theory of Reality Pedagogy, Emdin provides practical tools to unleash the brilliance and eagerness of youth and educators alikeboth of whom have been typecast and stymied by outdated modes of thinking about urban education. With this fresh and engaging new pedagogical vision, Emdin demonstrates the importance of creating a family structure and building communities within the classroom, using culturally relevant strategies like hip-hop music and call-and-response, and connecting the experiences of urban youth to indigenous populations globally. Merging real stories with theory, research, and practice, Emdin demonstrates how by implementing the Seven Cs of reality pedagogy in their own classrooms, urban youth of color benefit from truly transformative education.
For White Folks Who Teach in the Hood...and the Rest of Y'all Too has been featured in MotherJones.com, Education Week, Weekend All Things Considered with Michel Martin, Diverse: Issues in Higher Education, PBS NewsHour.com, Slate, The Washington Post, Scholastic Administrator Magazine, Essence Magazine, Salon, ColorLines, Ebony.com, Huffington Post Education
2. Urban Education: A Model for Leadership and Policy
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Many factors complicate the education of urban students. Among them have been issues related to population density; racial, ethnic, cultural, and linguistic diversity; poverty; racism (individual and institutional); and funding levels. Although urban educators have been addressing these issues for decades, placing them under the umbrella of "urban education" and treating them as a specific area of practice and inquiry is relatively recent. Despite the wide adoption of the term a consensus about its meaning exists at only the broadest of levels. In short, urban education remains an ill-defined concept.
This comprehensive volume addresses this definitional challenge and provides a 3-part conceptual model in which the achievement of equity for all -- regardless of race, gender, or ethnicity is an ideal that is central to urban education. The model also posits that effective urban education requires attention to the three central issues that confronts all education systems (a) accountability of individuals and the institutions in which they work, (b) leadership, which occurs in multiple ways and at multiple levels, and (c) learning, which is the raison d'tre of education. Just as a three-legged stool would fall if any one leg were weak or missing, each of these areas is essential to effective urban education and affects the others.
3. Between the World and the Urban Classroom (Transgressions: Cultural Studies and Education)
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Borrowing from the ideas of John Dewey, schools and classrooms are a reflection of the world; therefore, in order to make sense of the urban classroom, we need to make sense of the world. In this book, the editors have compiled a collection of nine critical essays, or chapters, each examining a particular contemporary national and/or international event. The essays each undertake an explicit approach to naming oppression and addressing it in the context of urban schooling. Each essay has a two-fold purpose. The first purpose is to help readers see the world unveiled, through a more critical lens, and to problematize long held beliefs about urban classrooms, with regard to race, gender, social class, equity, and access. Second, as each author draws parallels between an event and urban classrooms, a better understanding of the microstructures that exist in urban classrooms emerges.
At a time of serious political, economic, and social uncertainty, we need a book like this, one that showcases how the world can be seen as a critical site of curriculum and pedagogy. A powerful intersectional analysis of the world, word, and urban sociopolitical context, authors in this book push the boundaries of what educators know and do in urban schools and classrooms. Grounded in frameworks of critical race theory and culturally relevant pedagogy, authors center essential societal moments that must be viewed as the real curriculum. These moments can equip students with tools to examine the what of the world as well as how to examine, critique, challenge, and disrupt individual, systemic, and structural realities and practices that perpetuate and maintain a racist, sexist, homophobic, and xenophobic status quo. This is an important, forward-thinking, innovative book a welcome addition to the field of urban education. H. Richard Milner IV, Helen Faison Chair of Urban Education, University of Pittsburgh
4. Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students
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Corwin PublishersDescription
A bold, brain-based teaching approach to culturally responsive instruction
To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementationuntil now.
In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.
The book includes:
- Information on how ones culture programs the brain to process data and affects learning relationships
- Ten "key moves" to build students learner operating systems and prepare them to become independent learners
- Prompts for action and valuable self-reflection
5. Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World (Language and Literacy Series)
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Culturally Sustaining Pedagogies raises fundamental questions about the purpose of schooling in changing societies. Bringing together an intergenerational group of prominent educators and researchers, this volume engages and extends the concept of culturally sustaining pedagogy (CSP)teaching that perpetuates and fosters linguistic, literate, and cultural pluralism as part of schooling for positive social transformation. The authors propose that schooling should be a site for sustaining the cultural practices of communities of color, rather than eradicating them. Chapters present theoretically grounded examples of how educators and scholars can support Black, Indigenous, Latinx, Asian/Pacific Islander, South African, and immigrant students as part of a collective movement towards educational justice in a changing world.
Book Features:
- A definitive resource on culturally sustaining pedagogies, including what they look like in the classroom and how they differ from deficit-model approaches.
- Examples of teaching that sustain the languages, literacies, and cultural practices of students and communities of color.
- Contributions from the founders of such lasting educational frameworks as culturally relevant pedagogy, funds of knowledge, cultural modeling, and third space.
Contributors: H. Samy Alim, Mary Bucholtz, Dolores Ins Casillas, Michael Domnguez, Nelson Flores, Norma Gonzalez, Kris D. Gutirrez, Adam Haupt, Amanda Holmes, Jason G. Irizarry, Patrick Johnson, Valerie Kinloch, Gloria Ladson-Billings, Carol D. Lee, Stacey J. Lee, Tiffany S. Lee, Jin Sook Lee, Teresa L. McCarty, Django Paris, Courtney Pea, Jonathan Rosa, Timothy J. San Pedro, Daniel Walsh, Casey Wong
6. Culturally Responsive Teaching: Theory, Research, and Practice (Multicultural Education Series)
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Geneva Gay is renowned for her contributions to multicultural education, particularly as it relates to curriculum design, professional learning, and classroom instruction. Gay has made many important revisions to keep her foundational, award-winning text relevant for todays diverse student population, including: new research on culturally responsive teaching, a focus on a broader range of racial and ethnic groups, and consideration of additional issues related to early childhood education. Combining insights from multicultural education theory with real-life classroom stories, this book demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through students own cultural experiences. This perennial bestseller continues to be the go-to resource for teacher professional learning and preservice courses.
While retaining its basic organization and structure, the Third Edition features:
- New research that validates the positive effects of culturally responsive teaching.
- Examples that broaden the racial and ethnic groups that can benefit from culturally responsive teaching.
- More information on the needs and benefits of culturally responsive teaching with young children.
- More attention to the quality of life for students of color in colleges and universities.
- The addition of Practice Possibilities at the end of chapters that describe how culturally responsive teaching can be implemented.
7. Multicultural Teaching in the Early Childhood Classroom: Approaches, Strategies, and Tools, Preschool2nd Grade (Early Childhood Education Series)
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Used Book in Good ConditionDescription
This unique book features an array of approaches, strategies, and tools for teaching multiculturally in the early years. The teachers and classrooms portrayed here provide young children with rich educational experiences that empower them to understand themselves in relation to others. You will see how amazing teachers engage in culturally responsive teaching that fosters educational equity while also meeting state and national standards (such as the Common Core State Standards). This engaging book is sprinkled with questions for reflection and implementation that encourage educators to start planning ways of enhancing their own teaching, making their early childhood setting a more equitable learning space.
Book Features:
- Multicultural education in action, including the everyday issues and tensions experienced by children and their families.
- Powerful vignettes from diverse Head Start, preschool, kindergarten, 1st- and 2nd-grade classrooms throughout the United States.
- Sections on Getting Started and Considering Obstacles and Exploring Possibilities.
- A list of multicultural childrens books and resources for further reading.
8. Teaching in the `Hood: Professional Challenges of Urban Education and How to Turn Them Around
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Teaching in the Hood is written for educators working in urban educational settings and is meant, in part, to shake up the status quo and provoke some discussion about the failing business-as-usual posture educational reformers have taken in their efforts to improve urban schools. Dr. Gonzales argues that the failure of urban youth has little to do with deficit-based ideologies about the poor, and shifts the blame to a structure or system that is riddled with classist ideologies that for years have gone ignored and which have impeded fair access to the most vulnerable of learners: the poor. Teaching in the Hood emphasizes Transformative Learning which offers educators asset-based perspectives that challenge existing deficit-based structures and attitudes which may be producing the barriers that prevent students from accessing quality and equitable education and perhaps unknowingly have created a form of cultural apartheid.9. Overcoming Teacher Burnout in Early Childhood: Strategies for Change
