Table of contents
About this book
This volume informs the reader about new teachers in urban underserved schools and their development as teachers for social equity. The accounts of five novice teachers who grew up outside the communities in which they teach lead to chapters that contain advice for teacher educators, future and current teachers, and school leaders.
These early career teachers learned much about bridging the cultural divide between themselves and their students, confronted and resolved big challenges that may immobilize some who set out to teach in these communities. They brought to their classrooms strong social justice orientations, including a moral imperative to make a difference in the world, an awareness of social and educational inequalities, and a strong sense of responsibility to positively influence the life trajectories of students in their charge. Their narratives offer insights on the dispositions and contexts that will help early career teachers survive and thrive and make a difference in their students’ lives.
achievement gap in underserved communities addressing the achievement gap constructing curricula around social justice critical educators and social justice developing support for young teachers early career teachers in underserved communities education in high poverty communities high poverty urban areas and education language immersion and literacy novice teachers in urban communities preparing teachers for urban education school leaders creating collaborative environments social and educational inequalities social dual-immersion language education in urban settings social justice principles in education social justice teaching and pedagogy teacher dispositions teacher education reform teaching in innercity schools urban learning and teaching