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This book presents a curriculum model for preparing white preservice teachers to be successful in urban contexts. It is based on more than 15 years of ethnographic teacher research generated within an intensive immersion course, designed by the author, called the Philadelphia Urban Seminar. Specifically, the model shows how to complicate white preservice teachers' awareness of identity and foster teachers' understanding of their own identity and positionality. Readers will learn how to develop teachers' capacities to respond to diverse students' situatedness; to navigate stressful relational and institutional dynamics in which race and gender injuries are involved; to evolve as leaders who take a stand for social and emotional justice; and to cultivate respect for new literacies and logics. This resource shows how to generate this complex consciousness meaningfully and quickly by integrating pedagogical shock, an ontological framework for personhood, extraordinary literacies, and direct inquiry into a white supremacist patriarchal ideology that pervades teaching and learning in the United States of America.
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This book presents a curriculum model for preparing white preservice teachers to be successful in urban contexts. It is based on more than 15 years of ethnographic teacher research generated within an intensive immersion course, designed by the author, called the Philadelphia Urban Seminar. Specifically, the model shows how to complicate white preservice teachers' awareness of identity and foster teachers' understanding of their own identity and positionality. Readers will learn how to develop teachers' capacities to respond to diverse students' situatedness; to navigate stressful relational and institutional dynamics in which race and gender injuries are involved; to evolve as leaders who take a stand for social and emotional justice; and to cultivate respect for new literacies and logics. This resource shows how to generate this complex consciousness meaningfully and quickly by integrating pedagogical shock, an ontological framework for personhood, extraordinary literacies, and direct inquiry into a white supremacist patriarchal ideology that pervades teaching and learning in the United States of America.
Book Features:
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