Educational Foundations

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Alan S. Canestrari. Educational Foundations

Educational Foundations

Educational Foundations

Contents

Preface

How Not to Use This Book

Acknowledgments

About the Editors

About the Contributors

Foreword

Reference

Part I Why Teach?

Chapter 1 My Need to Teach

References

Chapter 2 Why Teach?

Getting a Job

Chapter 3 Becoming a MISTER

Reference

Part II Who Are Today’s Students?

Chapter 4 Making the Most of the Classroom Mosaic A Constructivist Approach to Embracing Student Diversity

Introduction

Schools Are Changing, and They Are Changing Fast

Reframing Sexual Orientation

Reframing Cultural and Ethnic Differences

Reframing Disability

Disabilities and Academic Failure

Some Final Thoughts

References

Chapter 5 The Complexity of Labels Considering Refugee Youth in the United States

Unpacking Terms

Refugees in the United States and Beyond

Myths About Refugees

Myth 1: Refugees Are Dangerous or Terrorists

Myth 2: The United States Is Shouldering All the Burden

Myth 3: Refugees Don’t Contribute to Their Communities or Are a Drain on Resources

The Problem With Labels

References

Chapter 6 Translanguaging to Teach Toward Justice for Multilingual Students

Recognizing Our Students and Their Contexts

Who Are Today’s Multilingual Students?

What Are the Injustices Faced by Multilingual Students in U.S. Schools and Society?

Critiquing the Status Quo

What Practices Need to Be Critiqued? Labeling

Monolingual Ideology

English-Only Policies and Practices

How Can Translanguaging Serve as Critique?

Critiquing Labels

Critiquing Monolingual Ideology

Critiquing English-Only Policies and Practices

Teaching Practices

How Do I Embrace Translanguaging? Have a Compassionate Stance

Embrace the Translanguaging Corriente

Be Willing to Make Shifts in Your Teaching

How Do I Validate Students’ Identities? Connect to Students’ Funds of Knowledge

Use Identity Texts

How Do I Leverage My Students’ Languages Purposefully for Learning Content?

Make Languaging Central in Your Classroom

Use One Language as a Bridge to Learn Another

Structure Authentic Tasks That Encourage the Use of Multiple Languages

Pay Attention to Your Interactional Patterns

How Do I Make Sure That Languages Are Equitably Used in My Multilingual Classroom? The Use of Flexible vs. Focused Language Spaces

What if I Don’t Speak My Students’ Languages?

Does This Mean My Students Won’t Speak English?

Teaching Toward Justice for Multilingual Students

References

Descriptions of Images and Figures

Part III What Makes a Good Teacher? Vignette 1

Vignette 2

Chapter 7 On Stir-and-Serve Recipes for Teaching

Chapter 8 Psst . . . It Ain’t About the Tests It’s Still About Great Teaching

References

9 Rethinking Education as the Practice of Freedom Paulo Freire and the promise of critical pedagogy

Notes

References

Part IV What Do Good Schools Look Like?

Chapter 10 Lockdowns, Detectors, Guards, and Teachers With Guns?

References

Chapter 11 Success in East Harlem How One Group of Teachers Built a School That Works

What They Do and How They Do It

Time for Students

Time for Teachers

The Curriculum

Flexible Scheduling

Resources

Writing

Parent Conferences

Chapter 12 How, and How Not, to Improve the Schools

Notes

Part V How Should We Assess Student Learning?

Chapter 13 A Mania for Rubrics

Chapter 14 Grading The Issue Is Not How but Why?

Grading Rationale I: Sorting

Grading Rationale II: Motivation

Grading Rationale III: Feedback

Demand Vs. Support

Supportive Assessment

And If You Must Grade . .

References

Chapter 15 The Data Pandemic Rethinking the Supremacy of Measurement in Education

References

Part VI How Does One Develop a Critical Voice?

Chapter 16 Teachers as Transformative Intellectuals

Toward a Devaluing and Deskilling of Teacher Work

Teachers as Transformative Intellectuals

Notes

Chapter 17 Resistance and Courage A Conversation With Deborah Meier

Chapter 18 From Silence to Dissent Fostering Critical Voice in Teachers

References

Part VII How Do We Move Forward?

Chapter 19 Necessary Muddles Children’s Language Learning in the Classroom

References

Chapter 20 The 2018 Wave of Teacher Strikes A Turning Point for Our Schools?

What Is Driving the Teacher Rebellion?

Who’s Afraid of the Teachers?

Beyond the “Red States”: How Far Will the Revolt Spread?

Chapter 21 Teachers as Social Justice Warriors An Imperative for Meeting the Demands of the 21st Century

References

Epilogue The Quest Achieving Ideological Escape Velocity—Becoming an Activist Teacher

Where We Are

Where We Might Go

What We Might See

References

Index

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Fourth Edition

Paulo Freire, We Make the Road by Walking: Conversations on Education and Social Change

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We hope that new teachers will consider asking whether their instruction promotes the status quo. How deliberate are their efforts to promote equality and to include the experiences of traditionally marginalized groups in the curriculum? Is their instruction implemented at a transformational, social action level? New teachers need models of critical reflection (and even dissent) to help them develop their own critical questions and voices.

Like the previous editions, the major purpose of this fourth edition is to help teachers develop habits of critical reflection about schools and schooling before entering the classroom. It is for this reason that we continue to select authors with strong views that reflect these particular biases. We hope that these readings will offer a platform for discussion and debate that may be used by instructors to increase student knowledge of pedagogy and to provide authentic opportunities for potential teachers to think critically about teaching and learning. For example, we are very concerned about the current trend toward standardization of curriculum and instruction, a trend we believe devalues teaching and increases the distrust of teachers. We believe, like Deborah Meier, that this trend has manifested itself in schools organized around testing and that it is imperative for teachers to actively critique such events and recapture some of the control and power over their work.

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