Purposeful Teaching and Learning in Diverse Contexts

Darrell C. Hucks, Keene State CollegeYolanda Sealey-Ruiz, Columbia UniversityVictoria Showunmi, UCL Institute of EducationSuzanne C. Carothers, New York University, RetiredChance W. Lewis, University of North Carolina at Charlotte

• Foreword: The Cornerstone; Suzannne C. Carothers.Section I. Teaching & Pedagogy.Chapter 1. A Legacy of Literacy: Mathematics Teachers and the Quests for Racial Justice; Nathan N. Alexander.Chapter 2. Latrisha's Choice: Toward an "Economic Turn" in Urban Education; Michael J. Dumas.Chapter 3. One Art Teacher Empowering Urban Youth with Critical Arts Pedagogy; Cleveland Hayes and Luis Genaro Garcia.Chapter 4. When Black Girls Unite: How Critical Teacher Reflection Can Lead to a Pedagogy of Power; Monique Lane.Chapter 5. Trans*ing Pedagogy: Recognition of Trans* and Gender Creative Youth in the Secondary ELA Classroom; sj Miller.Chapter 6. 40 Hours of Strategy: Making Sense of Pedagogical Dissonance Through Reflection; Joyanne Beverly De Four-Babb.Chapter 7. Libro + Biblioteca = Libertad: Dual Language Education and Humane Teaching at the Texas-Mexico Borderlands; Rodrigo Joseph Rodriguez.Chapter 8. Teaching and (Re) Thinking Student Achievement: Policy Implications on Leadership Preparation and Praxis; Cosette Grant.Chapter 9. Love as a Moral Imperative in Teaching and Teacher Education; Shamari K. Reid, and Yolanda Sealey-Ruiz.Section II. Culturally Relevant Approaches.Chapter 10. Teaching in an Age of State Sanctioned Lynching: Employing Culturally Sustaining Pedagogy to Respond to Persistent Social Inequity; Travis J. Bristol and Aukeem Ballard.Chapter 11. Curriculum, Race and Representation in Undergraduate Art Education Programs; Alphonso Walter Grant.Chapter 12. The Relationship Between Family Literacy Interactions and Third Grade Reading Achievement; Howard Tyrone Miller.Chapter 13. Youth Organizing as a Vehicle for Cultivating Politically Engaged Learning; Wanda Watson.Chapter 14. Student Ambassadors: Developing Pedagogies to Promote New Learning Practices; Clare Gartland.Chapter 15. Knowing You, Knowing Me: The Art of Purposeful Teaching; Victoria Showunmi.Chapter 16. Teacher Thinking in Australia and the United States: A Cross-Cultural Examination; John P. Sturtz and Paul Reitano.Chapter 17. Multicultural Inclusion: Strategies for Teachers in Today's Classrooms; Kimarie I. Rahman Bey.Section III. Transformative Practices.Chapter 18. I Love Myself: Becoming Designers of Urban Futures in Production-Centered Contexts; Danielle Filipiak.Chapter 19. Educational Apartheid: Resisting Whiteness in South African Schools; Christopher B. Knaus.Chapter 20. What Do We Do in the Meantime? Practical Solutions for Eliminating Educational Inequities in Urban Schools Right Now; Amber Bryant, Marcia Watson, Ayana Allen, and Chance W. Lewis.Chapter 21. Moving Purposeful Teaching and Learning Beyond the College Classroom Bubble; Darrell Hucks, Tanya Sturtz and Katherine Tirabassi.Chapter 22. From Play School to Real School Transforming a Classroom of Practice Through Critical Pedagogy; Hope Mayne.Chapter 23. Purposeful Teaching and Learning: Realities and Possibilities; Carmel Roofe.Chapter 24. Countering Anti-Blackness and Symbolic Violence through Empathy in the Schooling Experiences of Young Black Men and Boys; Justin A. Coles and Chezare A. Warren.Chapter 25. Expanding Communities of Practice: Collaboration and Mentoring in Educational Leadership and Teacher Education; Limarys Caraballo, Soribel Genao, and Anastasiya Lipnevich.Section IV. Conceptual And Theoretical Frameworks.Chapter 26. Chile, A Fox Be Just a Fox: Black Girlhood Narratives as Rhetorical and Curricular Intervention in College Instruction; Carmen Kynard.Chapter 27. Living My Brother's Keeper: Examining the Raced and Gendered Knowledge of a Black Male Teacher; Keisha McIntosh Allen.Chapter 28. What Good Students Must Unlearn to Become Good Teachers: Best Practices in Context; Leigh Patel, Kathryn Coursey, Samantha Gross, and Sally Snickerberger.Chapter 29. Seeing Beyond Bias and Cultural Stigma in Order to Engage Students in Purposeful Learning; Ivory Toldson and Lisa Haileab.Chapter 30. Tensions and Possibilities in Developing Cosmopolitan Literacies Through English Education: Perspectives from Singapore Schools; Suzanne S. Choo and Csilla Weninger.Chapter 31. Liberatory Pedagogies Antoloji; Ibrahim Abdurrahman Farajajé.Chapter 32. Black, Male and Successful: Voices from Male African Caribbean Educational Leaders in London Secondary Schools; Phillip A. Smith.Chapter 33. Contemplating 400 Years of Inequality; Angel Acosta.Chapter 34. Racial Congruence and Its Impact on the Academic Achievement of African American Students: Then and Now; Cluny Lavache.Afterword; Kimberly White Smith.About the Contributors.