This book asks whose histories, knowledges, struggles, sorrows, joys, dreams, and expertise matter in teacher education and teacher residencies. It conceives of teacher residencies as a space for the multiplicity of voices and experiences needed to create opportunities for more democratic education and explores how this might be achieved despite the ways in which schools have become both more politicized and standardized in recent years. It argues that this work will not happen in silos, but in community. As such, it showcases residency programs and program providers that have embraced a critical turn in residency work, as well as the voices and perspectives of critical community co-conspirators and the youth being served. Chapters examine geo-socio-historical and political contexts, the democratic and participatory nature of residency work, critical theoretical frameworks, and learning as liberation.
Advocating for a critical turn in teacher residency programming and research, this book provides research interventions, practical tools, and residency models that emphasize criticality in teacher preparation. It offers valuable insights for researchers interested in democratizing teacher education.
Recenzijos
As teacher education programs often tinker toward social justice, this text demonstrates that community-anchored, collaboratively-designed and implemented residency programs stand to make a substantial contribution to the re-making of schools (and teacher education programs) as the liberatory spaces weve been dreaming they could/should be.
-- Amanda Winkelsas, Director, UB Teacher Residency Program & Clinical Assistant Professor, Department of Learning & Instruction
Critical Approaches for Teacher Residencies: Dreaming New Ways Forward in School, University, and Community Entanglements offers inspiration and hope for what is possible through examples of a variety of teacher residency programs rooted in communities.
-- Kerry Kretchmar, Assistant Teaching Professor, University of Wisconsin-Madison As teacher education programs often tinker toward social justice, this text demonstrates that community-anchored, collaboratively-designed and implemented residency programs stand to make a substantial contribution to the re-making of schools (and teacher education programs) as the liberatory spaces weve been dreaming they could/should be.
-- Amanda Winkelsas, Director, UB Teacher Residency Program & Clinical Assistant Professor, Department of Learning & Instruction
Critical Approaches for Teacher Residencies: Dreaming New Ways Forward in School, University, and Community Entanglements offers inspiration and hope for what is possible through examples of a variety of teacher residency programs rooted in communities.
-- Kerry Kretchmar, Assistant Teaching Professor, University of Wisconsin-Madison
Section 1: The Critical Turn in Teacher Residency Work Introduction: The
Critical Turn in Teacher Residencies
1. Freedom Dreaming: An Abolitionist
Teacher Residency
2. Enacting CritPartnership: Centering Criticality in a
Teacher Residency Program
3. Radical Residencies for Anthropogenic Times
4.
Curriculum Theorizing, Thirdspace, and the Critical Turn of Teacher Residency
Programs Section 2: Residency Models People, Process, and Purpose
5. Three
Approaches to Teacher Residencies: A Critical Turn?
6. One City One Goal: The
Origin, Intentions, and Impact of Community-Based Collaborations in Teacher
Education
7. Building a Village: Examining the Transformative Potential of
TVI Teacher Residency for Black Male Pre-Service Teachers
8. Mentorship,
Advocacy, and Evaluation: Preparing Equitable, Antiracist, Antiableist, and
Justice-Oriented Teachers and Transforming School Communities Section 3:
Criticality, Community, and Connectivity
9. Connecting Community Through
Critical Residency Work
10. Building an Equity Toolbox for Teaching
Elementary Mathematics: Using Rubrics and Apps for Generative Disruption
11.
We Wanted to Be Brave: Co-Creating Spaces for Multi-Directional Learning in
a Teacher Residency
12. New-But-Old: Atlanta Streets Come A-Live Conclusion:
The Critical Dimensions of Teacher Residency Work Appendix A: Questions for
Consideration
Thomas Albright is Research Assistant Professor in the Department of Middle and Secondary Education at Georgia State University, USA.
Stephanie Behm Cross is a Professor in the Department of Middle and Secondary Education at Georgia State University, USA.
Camea Davis is the Director of Equitable Research Practice Partnerships at the Research Partnership for Professional Learning, USA.
