Details

Autor(en) / Beteiligte

• Wilgus, Gay
• Wilgus, Gay,

Titel

Knowledge, Pedagogy, and Postmulticulturalism : Shifting the Locus of Learning in Urban Teacher Education [electronic resource]

Auflage

1st ed. 2013

Ort / Verlag

New York : Palgrave Macmillan US

Erscheinungsjahr

2013

Link zum Volltext

• SpringerLink Books - AutoHoldings

Beschreibungen/Notizen

• Description based upon print version of record.
• Includes bibliographical references at the end of each chapters and index.
• ""Cover""; ""Knowledge, Pedagogy, and Postmulticulturalism: Shifting the Locus of Learning in Urban Teacher Education""; ""Contents""; ""Acknowledgments""; ""Preface""; ""Introduction: Gay WIlgus""; ""The Problem""; ""Anti-Intellectualism and the Contemporary American Educational Landscape""; ""Our Project, the Funds of Knowledge Project and Community Cultural Wealth(s)""; ""Overview of This Book""; ""References""; ""Chapter 1: Discovering Inquiry-Based Learning through Oral History Projects""; ""Introduction""; ""Context: The Setting and the Inquiry in Education Course""
• ""Discussion: Building on Studentsâ€? “Funds of Knowledgeâ€?""""References""; ""Notes""; ""Chapter 2: “Iâ€?m Not Just Gonna Settle for Anythingâ€?: Inciting Teacher Efficacy through Critical Pedagogies""; ""Emergent Themes""; ""Implications""; ""References""; ""Chapter 3: Intertextuality, Music, and Critical Pedagogy""; ""“And Schools Are Still Like Prisons â€?cause You Donâ€?t Learn How to Liveâ€? (Arlo Guthrie)""; ""“Music Makes Me Highâ€? (Lost Boys)""; ""Some Useful Texts: “Find Your Groove / Make Your Moveâ€? (Isaac Haye""
• ""Context of Inquiry and Pedagogical Practice: “Itâ€?s Not Where Youâ€?re From / Itâ€?s Where Youâ€?re Atâ€? (Eric B. and Rakim)""""“Go On, Take the Money and Runâ€? (Steve Miller Band)""; ""Notes and Reflections""; ""References""; ""Chapter 4: Transforming Classrooms: Teacher Education, Social Studies, and Curriculum Drama""; ""The Setting""; ""The Students""; ""The Study""; ""Political Labels: Student Perceptions""; ""References""; ""Chapter 5: Incorporating Teacher Candidatesâ€? Prior Beliefs and Funds of Knowledge in Theories of Child Development""; ""Introduction""
• ""Prior Research on Teachersâ€? Implicit Beliefs""""Acknowledging Teachersâ€? Beliefs to Increase Teacher Efficacy""; ""The Study: Objective, Participants, and Methodology""; ""Teacher Candidates Make Sense of Child Development Theory""; ""Conclusion""; ""Chapter 6: Prioritizing the Social in Academic Writing: The Experiences of Ethnically, Linguistically, and Generationally Diverse Early Childhood Teacher Candidates""; ""Introduction""; ""My Study""; ""Concluding Remarks""; ""References""
• ""Chapter 7: Special Education Teacher Preparation: Growing Disability Studies in the Absence of Resistance""""Introduction""; ""To Think for Oneself""; ""Ableist Assimilation and the Medical Model""; ""“Keeping It Realâ€?""; ""References""; ""Notes""; ""Chapter 8: Postmulticulturalism: Cultivating Alternative Canons, a Critical Vernacular, and Student- Generated Understandings of Their “Lived- Situatednessâ€?""; ""Our Project and Its Predecessor(s): Multicultural Education""; ""Our Research and Experimental Pedagogies, and Postmulticultural Agenda""; ""Concluding Remarks""
• ""References""
• This volume identifies, problematizes, and discusses issues specific to the design of educational programs for teacher candidates from working class, ethnic- and language-minority, and immigrant backgrounds, taking as its starting point the distinctive, complex perspectives that these candidates bring to the university classroom.
• English