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Brave New Teachers
Doing Social Justice Work in Neoliberal Times
By R. Patrick Solomon, By Jordan Singer, By Arlene Campbell, By Andrew Allen, Contributions by John P. Portelli
Brave New Teachers is a timely investigation of democratic teacher practice in culturally diverse school systems. Based on an original study of the Urban Diversity Teacher Education Program at York University, it investigates the extent to which graduates of a teacher education program grounded in the democratic principles of equity, diversity, and social justice can hold true to these principles in a climate of conservative school culture and state-mandated educational reform that focuses on standardization and accountability. The result is a critical Canadian perspective on both the challenges and the possibilities of working for social justice in the classroom.
Table of Contents
Preface – John P. PortelliIntroduction: Distinguising Our Present Context: The Meaning of Diversity and Education for Social Justice – R. Patrick Solomon and Jordan SingerChapter 1: Preparing the Equity Teacher – Jordan SingerChapter 2: School Reform as Inequity: The Case of Standards, Standardization, and Accountability – R. Patrick Solomon and Jordan SingerChapter 3: Challenges and Contradictions of the Equity Educator: Personal and Professional Impacts of School Reforms on Teachers – R. Patrick Solomon and Jordan SingerChapter 4: Identity Matters in Teaching for Equity – Andrew AllenChapter 5: Transformative Schooling – Jordan SingerChapter 6: Progressive Curriculum and Pedagogy: Practices from the Workplace – Arlene CampbellChapter 7: Advocacy and Activism: Progressive Curriculum and Pedagogy beyond K-12Appendix: Course ThemesReferencesIndex