ABSTRACT
Winner of the 2013 American Educational Studies Association's Critics Choice Award!
When teacher education is located on a university campus, set apart from urban schools and communities, it is easy to overlook the realities and challenges communities face as they struggle toward social, economic, cultural, and racial justice. This book describes how teacher education can become a meaningful part of this work, by re-positioning programs directly into urban schools and communities. Situating their work within the theoretical framework of prioritizing community strengths, each set of authors provides a detailed and nuanced description of a teacher education program re-positioned within an urban school or community. Authors describe the process of developing such a relationship, how the university, school, and community became integrated partners in the program, and the impact on participants. As university-based teacher education has come under increased scrutiny for lack of "real world" relevance, this book showcases programs that have successfully navigated the travails of shifting their base directly into urban schools and communities, with evidence of positive outcomes for all involved.
TABLE OF CONTENTS
part I|35 pages
Democratizing Knowledge and Prioritizing Community Strengths
chapter 2|16 pages
Learning to Produce Knowledge
part II|35 pages
Focus on Preservice Teachers
chapter 3|17 pages
Urban Immersion
chapter 4|16 pages
Beyond the Ivory Tower
part III|29 pages
Focus on Children
part IV|31 pages
Focus on Practicing Teachers and Schools
chapter 7|15 pages
Transformations in Site-Based Teacher Preparation Courses
chapter 8|14 pages
Creating Intentional Partnerships in Urban Spaces
part V|33 pages
Focus on Community Partners
part VI|31 pages
Focus on University Faculty
part VII|23 pages
Grow Your Own—A Final Example of Prioritizing Community Strengths