Burning Issues: Foundations of Education

Front Cover
R&L Education, 2004 - Education - 169 pages
0 Reviews
Here is a book with numerous applications. It is intended to situate self-examination and issues-based learning in reality in a professional context in which teachers and students work to shape practices and identities. In this way, teachers can explore who they are as individuals, their understandings of themselves and their experiences, as well as the impact of these experiences in the classroom, the school, and the community. As a course book on teacher development, both for undergraduates and for teachers embarking on post-graduate work, the focus on real-life experience forges powerful links between the theoretical underpinnings of teaching and classroom practices. Burning Issues may also serve as a foundation book for coursework and workshops exploring research on teachers and teacher development. As a sourcebook for in-service teachers, the authors focus attention on real life experiences, theory, and practices associated with reflection and emancipation. The authors offer a vision for crafting a career-long tradition in critical inquiry. Educators of any stripe will find this text useful and informative.
 

What people are saying - Write a review

We haven't found any reviews in the usual places.

Contents

The Classroom Community To Feel Safe
3
Philosophical Frameworks Toward a Critical Framework of Inquiry
19
Details Essential Matters and Voice The Good Teacher
37
STUDENTS AND TEACHERS VOICES
47
Bullying in the Elementary School
55
Homophobia and Diverse Sexual Orientation
75
Sexism and Feminist Issues in Teaching Unpacking Inequity
91
Diversity and Social Stratification
111
AntiDiscrimination Education
135
TOWARD A PEDAGOGY OF HOPE AND SCHOOL CHANGE
153
Equity Beyond Difference and Diversity
155
Index
163
About the Authors
169
Copyright

Common terms and phrases

About the author (2004)

Karyn Cooper is an assistant professor in Teacher Education, Literacy, Language, and Culture at the Ontario Institute for Studies in Education of the University of Toronto. Her research focuses on the sociocultural dimensions of literacy and teacher education.

Robert E. White has taught extensively in public school systems across Canada and is currently assistant professor of inclusion at St. Francis Xavier University in Nova Scotia. Research interests include critical aspects of literacy, learning, and leadership.

Bibliographic information