From Being Woke to Doing #theWork: Using Culturally Relevant Practices to Support Student Achievement & Sociopolitical Consciousness: Urban Education, Cultures and Communities, cartea 3
Kisha Porcher, Reshma Ramkellawan-Arteaga, Colleen Hinds-Rodgers, Jacobē Bellen Limba Engleză Paperback – 15 feb 2023
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Specificații
ISBN-13: 9789004544710
ISBN-10: 9004544712
Dimensiuni: 155 x 235 mm
Greutate: 0 kg
Editura: Brill
Colecția Brill
Seria Urban Education, Cultures and Communities
ISBN-10: 9004544712
Dimensiuni: 155 x 235 mm
Greutate: 0 kg
Editura: Brill
Colecția Brill
Seria Urban Education, Cultures and Communities
Notă biografică
Kisha Porcher, Ph.D. (2016), George Mason University, is Assistant Professor of English for the University of Delaware. She has published articles on centering Blackness in English Education and preparing preservice teachers to teach Black students.
Reshma Ramkellawan-Arteaga, Ed.D. (2017), Teachers College Columbia University, is an educational consultant and part time lecturer for Rutgers University. Her areas of research include unpacking cultural identities as it intersect with pedagogical practice.
Colleen Hinds-Rodgers, doctoral candidate, Johns Hopkins University, is a National Senior Managing Director of STEM Teacher Leadership Development at a national teacher preparation non-profit. Her areas of research include healing academic trauma and teacher preparation in culturally relevant and affirming mathematics.
Jacobē Bell, doctoral candidate, Teachers College, Columbia University, is the Network Director of Networked School Improvement for a national nonprofit. Her areas of research include Black joy for Black women educators, humanizing pedagogies, and asset-based teaching and learning.
Reshma Ramkellawan-Arteaga, Ed.D. (2017), Teachers College Columbia University, is an educational consultant and part time lecturer for Rutgers University. Her areas of research include unpacking cultural identities as it intersect with pedagogical practice.
Colleen Hinds-Rodgers, doctoral candidate, Johns Hopkins University, is a National Senior Managing Director of STEM Teacher Leadership Development at a national teacher preparation non-profit. Her areas of research include healing academic trauma and teacher preparation in culturally relevant and affirming mathematics.
Jacobē Bell, doctoral candidate, Teachers College, Columbia University, is the Network Director of Networked School Improvement for a national nonprofit. Her areas of research include Black joy for Black women educators, humanizing pedagogies, and asset-based teaching and learning.
Cuprins
Series Editor's Foreword
Edmund Adjapong
List of Figures and Tables
Notes on Contributors
1 Unpacking Identity: #theWork Is You
Kisha Porcher
2 Understanding Colorism, Interrogating Personal Identity, and Grappling with the Implications of It All in the Classroom
Crystal Watson
3 You Have to Survive in Order to Thrive: Building a Trauma-Informed Culturally Responsive Classroom
Racquel L. Armstrong
4 Creating Humanizing Homeplaces as a Way to Embrace and Protect My Blackness
Jacobē Bell
5 You Can’t Be a Teacher Teaching Talking Like That: Decolonizing Raciolinguistic Identities for Teachers of Color
Freyca Calderon-Berumen, Alexandra Babino and Altheria Caldera
6 Get Right to Do Right: Using Recursive Practice to Unpack White Supremacist Ideology
Reshma Ramkellawan-Arteaga
7 Dear White Teachers: What Are We Waiting For?
Lance W. Ozier
8 You Are Your Community and Your Community Is You
Reshma Ramkellawan-Arteaga
9 It’s Black Brilliance for Me: Seeing and Supporting All Black Girls
Margaret (Mimi) Osowu and Kisha Porcher
10 “The Healing of a Nation”: Fostering a Positive Mathematical Identity for Students and Teachers by Attending to the Academic TraumaCaused
Colleen M. Hinds-Rodgers
11 Too Deep for the Intro: Using Hip Hop Pedagogy in Science and ELA Classrooms
Jessica McClain and Dianne Wellington
12 Everybody Ain’t Got It, But They Should: Photovoice, Teacher Candidates, and Supporting Black and Brown Students
Shamaine Bazemore-Bertrand
13 What Does It Mean to Be a Scholar Activist?: Integrating Students’ Lived Experiences and Communities within Classroom Practice
Geneviève DeBose
14 Restoring the Village through Radical Self Care
Dawn Brooks-DeCosta and Ife Lenard
15 It’s All Connected: #theWork, Students, and Practices
Jacobē Bell
16 Keepin’ It Real: Culturally Relevant Curriculum in a Mathematics Classroom
Deborah Woods
17 Mathematics in the City: Using Transformations to Address the National Housing Crisis
Crystal Watson
18 Culturally Relevant Practices That Promote Student Critical Consciousness through a STEM, Social Justice, and Activism Framework
Yvonne Thevenot
19 Literacy as a Revolutionary Act in Early Learning Classrooms
Jhanae Wingfield
20 We Are the Faith of Our Ancestors: Criticality in Literacy Classrooms
Sharon Jessé Edwards and Jessica Edwards
21 Modeling Cultural Competence: Digital Reflective Journaling in Teacher Preparation
Tasha Austin
Edmund Adjapong
List of Figures and Tables
Notes on Contributors
PART 1: Unpacking Self
1 Unpacking Identity: #theWork Is You
Kisha Porcher
SECTION 1: Doing #theWork within Myself
2 Understanding Colorism, Interrogating Personal Identity, and Grappling with the Implications of It All in the Classroom
Crystal Watson
3 You Have to Survive in Order to Thrive: Building a Trauma-Informed Culturally Responsive Classroom
Racquel L. Armstrong
SECTION 2: Doing #theWork with Others
4 Creating Humanizing Homeplaces as a Way to Embrace and Protect My Blackness
Jacobē Bell
5 You Can’t Be a Teacher Teaching Talking Like That: Decolonizing Raciolinguistic Identities for Teachers of Color
Freyca Calderon-Berumen, Alexandra Babino and Altheria Caldera
6 Get Right to Do Right: Using Recursive Practice to Unpack White Supremacist Ideology
Reshma Ramkellawan-Arteaga
7 Dear White Teachers: What Are We Waiting For?
Lance W. Ozier
PART 2: Exploring the Community and Lived Experiences of Students
8 You Are Your Community and Your Community Is You
Reshma Ramkellawan-Arteaga
SECTION 1: Doing #theWork with and for Students of Color
9 It’s Black Brilliance for Me: Seeing and Supporting All Black Girls
Margaret (Mimi) Osowu and Kisha Porcher
10 “The Healing of a Nation”: Fostering a Positive Mathematical Identity for Students and Teachers by Attending to the Academic TraumaCaused
Colleen M. Hinds-Rodgers
11 Too Deep for the Intro: Using Hip Hop Pedagogy in Science and ELA Classrooms
Jessica McClain and Dianne Wellington
12 Everybody Ain’t Got It, But They Should: Photovoice, Teacher Candidates, and Supporting Black and Brown Students
Shamaine Bazemore-Bertrand
SECTION 2: Doing #theWork with and in Communities of Color
13 What Does It Mean to Be a Scholar Activist?: Integrating Students’ Lived Experiences and Communities within Classroom Practice
Geneviève DeBose
14 Restoring the Village through Radical Self Care
Dawn Brooks-DeCosta and Ife Lenard
PART 3: Exemplar Practitioner Culturally Relevant Curriculum in STEM, Humanities, and Arts Classrooms
15 It’s All Connected: #theWork, Students, and Practices
Jacobē Bell
SECTION 1: Doing #theWork in STEM Classes
16 Keepin’ It Real: Culturally Relevant Curriculum in a Mathematics Classroom
Deborah Woods
17 Mathematics in the City: Using Transformations to Address the National Housing Crisis
Crystal Watson
18 Culturally Relevant Practices That Promote Student Critical Consciousness through a STEM, Social Justice, and Activism Framework
Yvonne Thevenot
SECTION 2: Doing #theWork in Literacy and the Arts Classes
19 Literacy as a Revolutionary Act in Early Learning Classrooms
Jhanae Wingfield
20 We Are the Faith of Our Ancestors: Criticality in Literacy Classrooms
Sharon Jessé Edwards and Jessica Edwards
21 Modeling Cultural Competence: Digital Reflective Journaling in Teacher Preparation
Tasha Austin