Teacher education programs are charged with educating teachers to teach all students – preparing them to teach multiethnic, multiracial, multilingual, and differently-abled students in an increasingly global, inter-dependent world. This book takes as its starting point the assumption that pre-service teacher candidates, primarily white and middle-class, come to college to pursue a teaching degree having little if any experience of a social nature with persons not like themselves. Rooted in areas of theory and practice and based around the «Schools and Society» and «Culturally Relevant Teaching» courses required by the Teacher Education Program social justice conceptual framework,
«How Do We Know They Know?» is a conversation about ways to assess these pre-service teachers’ growth and movement, as they progress from naiveté to awareness about the realities of culture in schools.
New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien, 2009. XII, 242 pp.
Contents: R. Deborah Davis/Barbara Beyerbach: Introduction – Pat Russo/Anne Fairbrother: Teaching for Social Justice Pre-K-12:
What Are We Talking about? – Tania Ramalho/Barbara Beyerbach: Introducing Globalization and Sustainability Issues in Teacher
Education: Impact of Two Courses in a Social Justice-Oriented Program – Shirley Wells/Bruce Long Peng: Understanding Institutional
Injustices: A Case Study of Pre-service Teachers – Virginia MacEntee: Can We Know If They Know and How Do We Know They Know?
– Dennis Parsons: Bodies in Motion/Narratives in Transformation: Negotiating Pre-Service Teachers’ Writings on Urban Life
and Teaching as Interns in NYC – Roberta Schnorr/Amanda Fenlon: What Really Matters for Students with Disability Labels: Preparing
Special Educators to Lead – Sharon Kane: Teaching Social Justice in a «Non-Shoving Too Much Information Down Your Throat Kind
of Way» – Mary Harrell: Social Justice Teaching: Being Fully Present In Relationship – Barbara Beyerbach/Marcia Burrell/Beverly
Cosey/Jan Perry Evenstad/Delores Grayson/Dennis Parsons/Tania Ramalho: Assessing the Impact of GESA (Generating Expectations
for Student Achievement) on Teachers, Preservice Teachers, and K-12 Students – Kenneth J. Fasching-Varner/Michelle Erklenz-Watts/Jim
Wood: What’s Knowledge Got to Do with It?: Epistemology in Diversity and Social Justice Education.