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 in the Department of Teaching and Learning at Vanderbilt University’s Peabody College. With an interest in the social foundations of education, she teaches courses in the elementary and secondary licensure programs that focus on philosophies of education, critical pedagogy, and the practice of teaching as situational and contextual. Her current research focuses on designing and using live-actor simulations to prepare teachers for anti-oppressive education. Her work on simulated encounters has been featured in Education Week, Chalkbeat, and on the TeachLab podcast series. Self earned her MEd in the Learning, Diversity, and Urban Studies program and her PhD in the Learning, Teaching, and Diversity program at Vanderbilt University’s Peabody College.

Barbara Stengel is a professor emerita of education at Vanderbilt University’s Peabody College. A teacher educator since 1980, she is the author of Just Education: The Right to Education in Context and Conversation (Loyola University Press, 1991) and coauthor (with Alan Tom) Moral Matters: Five Ways to Develop the Moral Life of Schools (Teachers College Press, 2006). She has published her work related to teacher knowing, the moral dimensions of teaching and teacher education, and affect in educational interaction in various journals and handbooks, including Teaching Education, Educational Theory, Studies in Philosophy and Education, and The Handbook of Research on Teaching (5th ed., American Educational Research Association, 2016). Stengel is past president of the Philosophy of Education Society, has served on the executive board of the John Dewey Society, and is currently an associate editor of Educational Theory.


Table of Contents

Introduction

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