Extraordinary pedagogies for working within school settings serving nondominant students
Author(s)
Bibliographic Information
Extraordinary pedagogies for working within school settings serving nondominant students
(Review of research in education / Fred N. Kerlinger editor, 37)
Published on behalf of the American Educational Research Association by SAGE Publications, c2013
- : pbk
Available at 2 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
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Note
Includes bibliographical references
Description and Table of Contents
Description
Review of Research in Education (Volume 37) explores the extraordinary pedagogies that teachers and educators have developed in recent years to address the needs of nondominant students and families served by public schools and institutions of higher learning. In this volume, extraordinary pedagogies are shown not to be about "best practices" or the most effective teaching methods for teaching to the learners' needs, but rather to bring attention to how poverty, race, social class, and language interact with local practices in teaching and learning, and in the everyday lives of families, educators, children, and youth. By examining these broader sociocultural issues, this volume challenges recent attempts to refocus attention on learning outcomes without considering these larger issues. Transforming schooling is possible - but it requires extraordinary pedagogies.
Table of Contents
Extraordinary Pedagogies for Working Within School Settings Serving Nondominant Students by Christian Faltis and Jamal Abedi - Introduction
Analyzing Poverty, Learning, and Teaching Through a Critical Race Theory Lens by H. Richard Milner IV - Article
How Does It Feel to Be a Problem? Black Male Students, Schools, and Learning in Enhancing the Knowledge Base to Disrupt Deficit Frameworks by Tyrone C. Howard - Article
Power and Agency in Education: Exploring the Pedagogical Dimensions of Funds of Knowledge by Gloria M. Rodriguez - Article
A Humanizing Pedagogy: Reinventing the Principles and Practice of Education as a Journey Toward Liberation by Maria del Carmen Salazar - Article
Equity Issues in Parental and Community Involvement in Schools: What Teacher Educators Need to Know by Select this articlePatricia Baquedano-Lopez, Rebecca Anne Alexander, and Sera J. Hernandez - Article
Am I My Brother's Teacher? Black Undergraduates, Racial Socialization, and Peer Pedagogies in Predominantly White Postsecondary Contexts by Shaun R. Harper - Article
Narrative Inquiry as Pedagogy in Education: The Extraordinary Potential of Living, Telling, Retelling, and Reliving Stories of Experience by Janice Huber, Vera Caine, Marilyn Huber, and Pam Steeves - Article
No Child Left With Crayons: The Imperative of Arts-Based Education and Research With Language "Minority" and Other Minoritized Communities by Sharon Verner Chappell andMelisa Cahnmann-Taylor - Article
Teacher Agency in Bilingual Spaces: A Fresh Look at Preparing Teachers to Educate Latina/o Bilingual Children by Deborah Palmer andRamon Antonio Martinez - Article
Pedagogical Language Knowledge: Preparing Mainstream Teachers for English Learners in the New Standards Era by George C. Bunch - Article
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