Against Common Sense: Teaching and Learning Toward Social by Kevin Kumashiro

By Kevin Kumashiro

The word "teaching for social justice" is frequently used, yet now not constantly defined. What does it fairly suggest to coach for social justice? What are the results for anti-oppressive educating throughout varied parts of the curriculum? Drawing on his personal stories educating diversified grades and matters, Kevin Kumashiro examines quite a few facets of anti-oppressive instructing and studying in six varied topic components. Connecting perform to concept via new pedagogical parts, the revised variation of this bestselling textual content positive factors: a brand new and well timed preface that considers the chances of anti-oppressive educating and instructing for social justice within the face of accelerating strain from either the precise and the Left to just accept neoliberal tuition reform rules. finish of bankruptcy questions that increase comprehension of arguments, support concretize summary principles into school room perform, and inspire critique. A sampling of print and on-line assets that would encourage scholars to additional their social justice schooling the recent pedagogical parts of the revised variation will supply K-12 lecturers and instructor educators the instruments they should educate opposed to their logic assumptions and proceed the evolution of social justice in schooling.

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In recent years, educators and researchers have suggested a range of theories of oppression and practices to challenge oppression. Their suggestions can be grouped generally into four overlapping approaches to anti-oppressive education. The first approach focuses on improving the experiences of students who have traditionally been treated in harmful Introduction xxxvii ways and not treated in helpful ways. Researchers in this group recognize that schools are often spaces where harmful interactions and inaction characterize the experiences of certain students.

Some teacher advocates argue that, 14 Against Common Sense by defining teaching as a profession, larger numbers of talented students might be attracted to teaching instead of to other, more socially prestigious professions. Most significant for my analysis, some advocates argue that doing more to treat teaching as a profession (that is, making the teaching profession more like other professions) could improve the quality of education, and that the way to do this is by requiring that teachers and the institutions preparing them meet certain standards.

I had prepared long-term plans for my classes, anxious for the first day of school, only to find myself confused when the school officially opened in mid-February but did not begin instruction until late February, when “enough” of the students were attending. I wanted to seat students in mixed-gender groups, but learned that boys had always sat together on one side of the room, girls on the other, and that, further, they preferred this closeness to peers of their same gender because they had to squeeze, in groups of five or six, on benches that spanned barely 4 feet.

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