Reading Representation 6
- ravensrobinson
- Sep 28, 2016
- 1 min read
Assigned Readings:
Cochran-Smith, M., Barnatt, J., Lahann, R., Shakman, K., & Terrell, D. (2009). Teacher education for social justice: Critiquing the critiques. In W. Ayres, T. Quinn, & D. Stovell (Eds.), The handbook for social justice in education (pp. 625-639). New York, NY: Routledge.
Gorski, P. (2013). Reaching and teaching students in poverty: Strategies for erasing the opportunity gap. New York: Teachers College Record.
Chapter 1: Sensoy, O., & DiAngelo, R. (2015). Is everyone really equal?: An introduction to key concepts in social justice education. New York: Teachers College Press.
Villegas, A.M., & Lucas, T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53(1), 28-33.
Assigned Essential Question(s):
What are frameworks for teacher learning about equity?
Reading Representation: "Reach for Me"; "Reach for Us"
This hand consists of words that resonated with me throughout all of the readings. The repeated words represent the number of times those words reminded me of an instance that related to the authors' reasoning of how and why equity should be acknowledge, practiced, and established.
Palm = cause/effects of equity being established
Fingers = societal indicators of the awareness that we, as teacher educators, still need to inform PSTs about
Throughout my life, I have either been directly affected and/or witnessed the effects of equity not being established in public schools and work environments. As a teacher educator, I want to impress upon my students the importance of being cognizant of recognizing that all students need to be treated on the basis of practicing equity, which fosters effective teaching by creating safe learning environments.
