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Narratives of Social Justice Teaching

How English Teachers Negotiate Theory and Practice Between Preservice and Inservice Spaces

sj Miller, Laura Bolf Beliveau, Peggy Rice and David Kirkland

This book documents how preservice and inservice English teachers negotiate the transfer of the social justice pedagogies they learn in university methods classes to their own work as beginning full-time teachers. Based on a set of teacher narratives, this critical and evidence-based view of English teachers’ interpretations of, responses to, and embodiments of social justice explores the complex shifts and concessions that English teachers often make when transitioning between preservice and inservice spaces – shifts which cause teachers to embrace and negotiate a social justice agenda in their classrooms, or for some, to modify, or even abandon it altogether. This work also offers a fresh perspective on the specific, context-dependent pathways and mechanisms through which English teachers enter school culture and respond to their own racial, sexual, and financial positions in relation to the gendered, raced, and classed positions of their schools, students, and classrooms. The book will be useful to social justice researchers, English teacher educators, inservice and preservice teachers, policymakers, cross-disciplinary teacher education fields, and interdisciplinary audiences, particularly in the fields of anthropology, sociology of education, philosophy, and cultural studies.
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INDEX A Abstract individualism, 66 Advocacy, 81–82 consejos (words of wisdom), 48–49, 90–93 counter narratives and, 128 daughter interpreting for her mother, 177–180 efforts to switch teacher, 96–101 in the face of racism, 86–90 having sons focus on their studies, 82–85 linguistic, 202–211 Agency. See also Communal agency; Critical linguistic agency belonging and, 137 counter narratives and, 80, 81 knowing, belonging, and, 146–147 learning to drive and, 219 social justice and, 19, 20 structure and, 241–242 theory of structuration and, 241–242 ventriloquation

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Relational and Responsive Inclusion | BER RYM AN , N EVIN , SO O H O O , FO R D , ED S. PETER LA N G 1 www.peterlang.com Socially unjust circumstances continue to perpetuate inadequate classroom, school and system-level responses to longstanding social justice imperatives, shutting out power- sharing solutions to educational disparities and marginalizing populations of Indigenous and minoritized peoples. To address these educational disparities, this book proposes a relational and culturally responsive framework, from within a critical and indigenous

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the Middle Passage to Black Lives Matter is a narrative of social justice that seeks to raise the reader’s historical consciousness and provide authentic strategies to decolonize the global curriculum. Marva McClean is a public school educator and teacher-researcher who utilizes a social justice platform to engage teachers and students in col- laborative inquiry that creates spaces of empowerment and transfor- mation. Dr. McClean’s research focuses on social justice and equity in education, the sociology of middle school, transnationalism and post- colonial

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CONCLUSION Action From and by the Community: Listening, Learning, and Social Justice Being able to hear people and listen to what’s going on is the first step in any healing process. (Gabriel, 2008) Digital Youth Praxis is an effective, action- oriented model that encourages educators and young people to engage in digital practices in order to address social problems that directly affect their lives. Central to this new pedagogical model is a practice- based process grounded in Freire’s (1970) problem- posing pedagogy in which “dialectical thought, world

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fundamental mea- sure of social justice. Immigration, Motherhood and Parental Involvement offers deep insight into the institutionalized patterns of formal inclusion/informal exclusion in the re- lationship of schools with Latina immigrant mothers, even within the best intended programs. Its focus on the persistent need for the implementation of culturally and linguistically sensitive approaches to home-school relations makes this a must-read for undergraduate and graduate courses in teacher education, education leadership and sociology of education. Teachers

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certain leitmotifs running through his life/work regardless of his location: his foregrounding of personal life politics, which in his case comprises a complex amalgamation of the personal and broader socio-historical influences; the commitment to social justice; his loyalty to his tribe; his dedication to the role of public intellectual; his methodological allegiance to life history, even in the study of narrative and the mechanisms of narrative production; and his insistence that theory should have resonance in, relevance to, and impact on material Reading and

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Professor in the Department of Humanities, Social Sciences and Social Justice Education, and Co-Director Centre at OISE, University of Toronto. His research and teaching areas include democratic theory and education, critical pedagogy and student engagement, equity and social justice in educational policy, and leadership. Peter Serracino Inglott (1936–2012) was Emeritus Professor of Philosophy at the University of Malta and Rector at the same University. He was Head of the Philosophy Department at the University of Malta, Professor of Aesthetics at the Instituto

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People’s Narratives of Disadvantage, Class, Place and Identity (Peter Lang, 2014), From Silent Witnesses to Active Agents: Student Voice in Re-engaging with Learning (Peter Lang, 2012), ‘Hanging in with Kids in Tough Times’: Engagement in Contexts of Educational Disadvantage in the Relational School (Peter Lang, 2010) and Teachers in the Middle: Reclaiming the Adolescent Years of Schooling (Peter Lang, 2007). His research interests are in forms of school reform that promote social justice. P E T E R L A N G www.peterlang.com 2ND. ED. Smyth_IBI_pb_michman.qxd 1

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, critical race studies, critical pedagogy, social justice, and issues in urban education. Julie C. Garlen is an Associate Professor of Education in the Department of Teaching and Learning at Georgia Southern University, where she teaches courses in curriculum and instruction, early childhood education, and educa- tional research. Alphonso Walter Grant is a W. E. B. Du Bois Scholar and dual PhD candidate, Graduate Lecturer, and Instructor in Art Education and African American and Diaspora Studies at The Pennsylvania State University. He holds an MS in Art