Description

Book Synopsis
This practical resource will assist secondary educators in creating equitable schooling environments for racially diverse youth. The authors identify key aspects of successful strategies and offer recommendations for tackling the many challenges of implementing effective school change.

Table of Contents
  • Contents
  • Foreword H. Richard Milner IV ix
  • Acknowledgments xi
  • 1. Introduction 1
  • Why Is Change Necessary? 3
  • What Is Culturally Relevant Education? 4
  • Moving to Shared Understandings of CRE and Culture 7
  • Understanding Culture in Culturally Relevant Education 8
  • Research Study 10
  • Overview of the Contents—CRE: What Does It Look Like in Practice? 12
  • 2. Understanding Teachers’ Racial Identities, Experiences, and Culturally Relevant Pedagogical Practices 14
  • Everyday Practices in Context 19
  • Inquiry Focus #1: Reflecting on Identities 20
  • Inquiry Focus #2: Examining Experiences 24
  • Connection to Classrooms, School Culture, and College Access 31
  • Conclusion 34
  • 3. Challenging Stereotypes, Supporting Students’ Strengths 36
  • Everyday Practices in Context 37
  • Inquiry Focus #1: Challenging Singular Notions About Culturally Diverse Youth 39
  • Inquiry Focus #2: Challenging Stereotypes to Understand Assets 41
  • Inquiry Focus #3: Creating More-Equitable Educational Practices 45
  • Connecting to Classrooms, School Culture, and College Access 46
  • Conclusion 49
  • 4. Building Productive Teacher–Student Relationships: Constructing New Academic Practices 52
  • Everyday Practices in Context 54
  • Inquiry Focus #1: Reflecting on Relationships with Teachers 57
  • Inquiry Focus #2: Learning from Multiple Identities 61
  • Inquiry Focus #3: Examining Existing Pedagogical Practices 62
  • Connecting to Classrooms, School Culture, and College Access 63
  • Conclusion 67
  • 5. Facilitating Culturally Relevant Peer Interactions: Building on Youth’s Relationships with Peers 69
  • Everyday Practices in Context 70
  • Inquiry Focus #1: Reconsidering Youth’s Interactions with Peers 72
  • Inquiry Focus #2: Enacting Strengths-Based Perspectives of Youth Peer Groups 77
  • Inquiry Focus #3: Facilitating Youth’s Culturally Relevant Peer Interactions  81
  • Connecting to Classrooms, School Culture, and College Access 83
  • Conclusion 86
  • 6. College Talk: Challenging Racial Assumptions and Inequities 88
  • Everyday Practices in Context 90
  • Inquiry Focus #1: Examining College Talk 92
  • Inquiry Focus #2: Enacting Culturally Relevant College Talk  95
  • Connecting to Classrooms, School Culture, and College Access 102
  • Conclusion 105
  • 7. Conclusion 107
  • Recommendations for Educators 108
  • Recommendations for School Leaders 114
  • Looking Ahead 117
  • Appendix A: Number and Roles of CRE-PD Participants 119
  • Appendix B: CRE Indicators and College Readiness 125
  • Appendix C: Methodology 127
  • References 131
  • Index 139
  • About the Authors 147

Classroom Cultures Equitable Schooling for

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    A Paperback / softback by Michelle G. Knight-Manuel, Joanne E. Marciano

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      Publisher: Teachers' College Press
      Publication Date: 30/10/2018
      ISBN13: 9780807759561, 978-0807759561
      ISBN10: 0807759562
      Also in:
      Teaching skills and techniques

      Description

      Book Synopsis
      This practical resource will assist secondary educators in creating equitable schooling environments for racially diverse youth. The authors identify key aspects of successful strategies and offer recommendations for tackling the many challenges of implementing effective school change.

      Table of Contents
      • Contents
      • Foreword H. Richard Milner IV ix
      • Acknowledgments xi
      • 1. Introduction 1
      • Why Is Change Necessary? 3
      • What Is Culturally Relevant Education? 4
      • Moving to Shared Understandings of CRE and Culture 7
      • Understanding Culture in Culturally Relevant Education 8
      • Research Study 10
      • Overview of the Contents—CRE: What Does It Look Like in Practice? 12
      • 2. Understanding Teachers’ Racial Identities, Experiences, and Culturally Relevant Pedagogical Practices 14
      • Everyday Practices in Context 19
      • Inquiry Focus #1: Reflecting on Identities 20
      • Inquiry Focus #2: Examining Experiences 24
      • Connection to Classrooms, School Culture, and College Access 31
      • Conclusion 34
      • 3. Challenging Stereotypes, Supporting Students’ Strengths 36
      • Everyday Practices in Context 37
      • Inquiry Focus #1: Challenging Singular Notions About Culturally Diverse Youth 39
      • Inquiry Focus #2: Challenging Stereotypes to Understand Assets 41
      • Inquiry Focus #3: Creating More-Equitable Educational Practices 45
      • Connecting to Classrooms, School Culture, and College Access 46
      • Conclusion 49
      • 4. Building Productive Teacher–Student Relationships: Constructing New Academic Practices 52
      • Everyday Practices in Context 54
      • Inquiry Focus #1: Reflecting on Relationships with Teachers 57
      • Inquiry Focus #2: Learning from Multiple Identities 61
      • Inquiry Focus #3: Examining Existing Pedagogical Practices 62
      • Connecting to Classrooms, School Culture, and College Access 63
      • Conclusion 67
      • 5. Facilitating Culturally Relevant Peer Interactions: Building on Youth’s Relationships with Peers 69
      • Everyday Practices in Context 70
      • Inquiry Focus #1: Reconsidering Youth’s Interactions with Peers 72
      • Inquiry Focus #2: Enacting Strengths-Based Perspectives of Youth Peer Groups 77
      • Inquiry Focus #3: Facilitating Youth’s Culturally Relevant Peer Interactions  81
      • Connecting to Classrooms, School Culture, and College Access 83
      • Conclusion 86
      • 6. College Talk: Challenging Racial Assumptions and Inequities 88
      • Everyday Practices in Context 90
      • Inquiry Focus #1: Examining College Talk 92
      • Inquiry Focus #2: Enacting Culturally Relevant College Talk  95
      • Connecting to Classrooms, School Culture, and College Access 102
      • Conclusion 105
      • 7. Conclusion 107
      • Recommendations for Educators 108
      • Recommendations for School Leaders 114
      • Looking Ahead 117
      • Appendix A: Number and Roles of CRE-PD Participants 119
      • Appendix B: CRE Indicators and College Readiness 125
      • Appendix C: Methodology 127
      • References 131
      • Index 139
      • About the Authors 147

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