Toward Anti-Oppressive Teaching

Toward Anti-Oppressive Teaching Designing and Using Simulated Encounters

Elizabeth A. Self and Barbara S. Stengel
paper, 264 Pages
Pub. Date: December 2020
ISBN-13: 978-1-68253-565-3
Price: $33.00

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cloth, 264 Pages
Pub. Date: December 2020
ISBN-13: 978-1-68253-566-0
Price: $62.00

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Toward Anti-Oppressive Teaching introduces an innovative approach for using live-actor simulations to prepare preservice teachers for diverse classroom settings. Based on the SHIFT Project at Vanderbilt University, the book highlights the promise of these encounters to empower preservice teachers to become more culturally responsive.

Praise

Self and Stengel skillfully bring together practice-based teacher education with anti-oppressive teaching to provide practitioners with concrete and actionable ways to incorporate simulations across the teacher preparation curriculum. The result is a terrific springboard for conversations about how we can use simulations more ethically and in service of equitable outcomes for students. — Julie Cohen, associate professor, University of Virginia Curry School of Education and Human Development

The authors demonstrate how their work uniquely progresses teacher candidates’ capacities to recognize and reflect on the legacy of white supremacy as it lives—and is defied—through human interactions. Balancing pragmatism and possibility, this book is both roadmap and inspiration in preparing future teachers. — Tesha Sengupta-Irving, assistant professor of learning sciences, University of California, Berkeley

In this timely and accessible text, Self and Stengel underscore both the importance of engaging preservice teachers in the equity- and justice-related dilemmas they are likely to encounter once teaching and the necessarily contingent nature of engaging such dilemmas. This book adds much-needed complexity to discussions about how to prepare equity- and justice-oriented teachers. — Jamy Stillman, associate professor of education, director of elementary teacher education, University of Colorado, Boulder

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About the Authors

Elizabeth A. Self is an assistant professor of the Practice of Social Foundations of Education in the Department of Teaching and Learning at Vanderbilt University’s Peabody College. Barbara S. Stengel is a professor of the Practice of Education Emerita at Vanderbilt University’s Peabody College, past president of the Philosophy of Education Society, and an associate editor of Educational Theory.


Table of Contents

Introduction

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