» » Crossing Boundaries―Teaching and Learning with Urban Youth (The Teaching for Social Justice Series)

Download Crossing Boundaries―Teaching and Learning with Urban Youth (The Teaching for Social Justice Series) fb2

by William Ayers,Therese Quinn,Valerie Kinloch

  • ISBN: 0807752940
  • Category: Education & Teaching
  • Author: William Ayers,Therese Quinn,Valerie Kinloch
  • Subcategory: Schools & Teaching
  • Other formats: doc azw mbr rtf
  • Language: English
  • Publisher: Teachers College Press (February 17, 2012)
  • Pages: 168 pages
  • FB2 size: 1949 kb
  • EPUB size: 1837 kb
  • Rating: 4.7
  • Votes: 899
Download Crossing Boundaries―Teaching and Learning with Urban Youth (The Teaching for Social Justice Series) fb2

As someone who earned her degree in 2003, I was taught the exact opposite.

As someone who earned her degree in 2003, I was taught the exact opposite. However, the seniors in Kinloch's one class were able to independently read and understand Kozol's Shame of the Nation which is a 1280L (placing it at a collegiate reading level in 2007). Evidently, some teacher at some point was able to instruct these students in reading comprehension.

This is a book of stories told by adolescents and adults about teaching and learnin. .In the first 90 pages, I only found two references that any other teacher had ever successfully taught a single lesson that may have impacted his/her students.Puzzlement, wonder, curiosity, disruption, and distress mark the emotions of all the storytellers here. From the Foreword by Shirley Brice Heath, Stanford University. In 2007, I find it hard to believe that every teacher is posting assignments on the board and just telling the kids to do the work without ever caring about his/her students. As someone who earned her degree in 2003, I was taught the exact opposite.

The text features examples of classroom engagements, student writings and presentations, discussions of texts and current events, and conversations on skills, process, achievement, and underachievement. Valerie Kinloch is associate professor in literacy studies in the School of Teaching and Learning at The Ohio State University. Her other books are Harlem on Our Minds: Place, Race, and the Literacies of Urban Youth and Urban Literacies: Critical Perspectives.

In her new book, Valerie Kinloch, award-winning author of Harlem on Our Minds, sheds light on the ways urban .

In her new book, Valerie Kinloch, award-winning author of Harlem on Our Minds, sheds light on the ways urban youth engage in "meaning-making" experiences as a way to assert critical, creative, and highly sophisticated perspectives on teaching, learning, and survival. Kinloch rejects deficit models that have traditionally defined the literacy abilities of students of color, especially African American and Latino/a youth.

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Ayers, William, 1944-; Hunt, Jean Ann; Quinn, Therese urn:acs6:ayer:pdf:aa4-aaed91a4a314 urn:acs6.

Ayers, William, 1944-; Hunt, Jean Ann; Quinn, Therese. Teaching for Social Justice engages parents, citizens, students, and teachers in a conversation about education in a democracy. It features a unique mix of hands-on, historical, and inspirational writings on topics including education through social action, writing and community building, and adult literacy. urn:acs6:ayer:pdf:aa4-aaed91a4a314 urn:acs6:ayer:epub:e22-e6210a59b054 urn:oclc:record:1040022674.

This collection discusses the teaching of social justice

This collection discusses the teaching of social justice. An Afterword, "Some Reflections on Teaching for Social Justice" by Herbert Kohl completes the discussions. Five "Activist Forums" interspersed throughout the book provide opinions of a number of educators and social activists. Forty-eight book resources, 15 classroom resources, 27 resource organizations, 24 periodicals, 5 educational institutes, and 11 World Wide Web sites are listed for further information.

Teaching for social justice is a philosophy of education centered on the promotion of social justice, and the instillation .

Teaching for social justice is a philosophy of education centered on the promotion of social justice, and the instillation of such values in students.

Электронная книга "Teaching Toward Democracy: Educators as Agents of Change", William Ayers, Kevin Kumashiro, Erica Meiners, Therese Quinn, David Stovall. Эту книгу можно прочитать в Google Play Книгах на компьютере, а также на устройствах. Эту книгу можно прочитать в Google Play Книгах на компьютере, а также на устройствах Android и iOS. Выделяйте текст, добавляйте закладки и делайте заметки, скачав книгу "Teaching Toward Democracy: Educators as Agents of Change" для чтения в офлайн-режиме.

In her new book, Valerie Kinloch, award-winning author of Harlem on Our Minds, sheds light on the ways urban youth engage in “meaning-making” experiences as a way to assert critical, creative, and highly sophisticated perspectives on teaching, learning, and survival.

Kinloch rejects deficit models that have traditionally defined the literacy abilities of students of color, especially African American and Latino/a youth. In contrast, she “crosses boundaries” to listen to the voices of students attending high school in New York City’s Harlem community.

In Crossing Boundaries, Kinloch uses a critical teacher-researcher lens to propose new directions for youth literacies and achievements. The text features examples of classroom engagements, student writings and presentations, discussions of texts and current events, and conversations on skills, process, achievement, and underachievement.


Reviews about Crossing Boundaries―Teaching and Learning with Urban Youth (The Teaching for Social Justice Series) (2):
Fearlesshunter
This is a very unhelpful book. Kinloch does little other than announce her perfection as a teacher while belittling other teachers. In the first 90 pages, I only found two references that any other teacher had ever successfully taught a single lesson that may have impacted his/her students. In 2007, I find it hard to believe that every teacher is posting assignments on the board and just telling the kids to do the work without ever caring about his/her students. As someone who earned her degree in 2003, I was taught the exact opposite. However, the seniors in Kinloch's one class were able to independently read and understand Kozol's Shame of the Nation which is a 1280L (placing it at a collegiate reading level in 2007). Evidently, some teacher at some point was able to instruct these students in reading comprehension. It seemed to me that Kinloch was the one stereotyping teachers as uncaring and unengaging and stereotyping urban youth as incompetent.

The book offers little insight into the actual instruction of urban youth. I would suggest Culturally Responsive Teaching by Geneva Gay or Multicultural Issues and Literacy Achievement by Kathryn Au if you want a text that will actually assist you in improving your instruction.
Castiel
Valerie Kinloch's work is especially significant for anyone interested in high school to college transitions. Focusing on dynamic narratives from a high school in Harlem, Kinloch's book documents the compelling contexts that shape our stories about teaching and learning.

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