Advancing Critical Pedagogy and PRAXIS Across Educational Settings

Erscheinungsjahr 2023
ISBN: 978-90-04-68960-2
Verlag: Brill

Buch, Englisch, Band 4, 372 Seiten, Format (B × H): 155 mm x 234 mm, Gewicht: 723 g

Reihe: Urban Education, Cultures and Communities

Advancing Critical Pedagogy and Praxis Across Educational Settings is both an inquiry and response of gratitude to the work of critical scholars, educators, practitioners, and researchers who honor the complex realities of partnerships between school communities and institutions of higher education. This volume centers the voices of those who explore across time and in between spaces to illuminate synergistic approaches, pathways to new ideas and consciousness, relationships of mutual respect, and human-centered perspectives. This collective of narratives reveals the power of local schools and communities partnering with universities and organizations to disrupt inequitable social processes. The authors interrogate the creation and permeation of boundaries to understand interconnectivity of educational practices, community, and the impact of social contexts.

Autoren/Hrsg.

Weitere Mitwirkende

Evans, Leanne M.

Allen, Kelly R.

Turner, Crystasany R.

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Foreword

Elizabeth R. Drame

List of Figures and Tables

Notes on Contributors

Introduction: A Conscious Exploration of Mattering in Collaborations across Educational Settings

Leanne M. Evans, Kelly R. Allen and Crystasany R. Turner

PART 1: Cultivating Relationships with Youth, Families, and Communities

1 Reflections on Advancing Critical Collaborative Work across Educational Settings

Leanne M. Evans, Kelly R. Allen and Crystasany R. Turner

2 “You’re Not Just Here to Tell Me What to Do?”: A Study in Standing Under

Jennie Baumann

3 Let’s Take the Book off the Shelf: Using the StoryWalk® Method in Early Childhood Spaces

Samina Hadi-Tabassum and Nerissa Kuebrich

4 Slowly Lighting Fires: The Impact of Community School Partnerships

Leanne M. Evans

PART 2: Educator Voices

5 Co-designing a Justice-Centered STEM Teacher Professional Learning Project

Cory Buxton, Karla Hale, Jay Well, Diana Crespo Camacho, Barbara Ettenauer and Felisha Dake

6 “The Fact Is, This Was My Life”: Black Educators’ Privileging of

Experiential Knowledge in School-University Partnerships

Kelly R. Allen

7 Preservice Teachers Honoring Emergent Bilingual Students: Creating and

Enacting Equity-Oriented Science and Engineering Activities in Elementary Grades

Max Vazquez Dominguez, Romola Bernard, Sheri Hardee, Lorraine Ramirez Villarin and Winnie Namatovu

8 Advancing Critical Praxis through Action Research

Luisiana Meléndez

PART 3: Navigating and Re-imagining Systems and Structures

9 Navigating and Re-imagining Systems and Structures

Andrea Emerson and Ya-Fang Cheng

10 “I Heard a Teacher Say…”: Navigating, Interrupting, and Responding to

Microaggressions in PreK-12 Classroom

Ashley Taylor Jaffee, Kara M. Kavanagh, Emma S. Thacker,

Mira C. Williams and Joi D. Merritt

11 Working within, against, and beyond the Systems That Uphold

Kindergarten Readiness: Centering Families’ Aspirations in the Transition to School

Katie A. Mathew, Vera J. Lee, Andrea R. DiMola and Cory D. Johnson

12 Toward Trusting Partnerships between Black Women Childcare Providers and Early Childhood Education Regulatory Agencies

Crystasany R. Turner and Michele Turner

PART 4: Reflecting on Collaboration

13 “I’m Glad It’s Us”: Reflections on a Teacher Professional Development

Experience Designed by Women of Color

Van Anh Tran, Kristen Jackson, Nikita Patel and Lauren Beal

14 Bringing the Outside In: Leveraging Higher Education Resources to

Support Diversity Instruction in Remote and Rural Schools

Robert D. Mitchell

15 There Is No Neutrality

Crystasany R. Turner

A Closing Reflection: Rest as Resistance in Critical Equity-Oriented Work

Tara Kirton, Crystasany R. Turner and Kelly R. Allen

Index

Über Autor(innen)

Leanne M. Evans is an associate professor in the Department of Teaching and Learning at the University of Wisconsin-Milwaukee. Her research and teaching interests are focused on culturally responsive, equity-oriented teacher education practice in urban schooling.

Kelly R. Allen is an assistant professor in the College of Education and Human Development at Augusta University. Guided by perspectives grounded in critical race theory and Black feminism, Kelly’s research examines hip-hop education as a liberatory praxis.

Crystasany R. Turner is an assistant professor in the Department of Teaching and Learning at the University of Wisconsin-Milwaukee. Her teaching and research focus includes early childhood education for social justice, culturally sustaining pedagogies and policies, and Black feminist epistemologies.