Identity work in the classroom : successful learning in urban schools /
Successful learning in urban schools
Cheryl Jones-Walker ; foreword by Theresa Perry.
- xiv, 109 pages ; 24 cm
Includes bibliographical references and index.
Foreword / Introduction -- Getting a view of students and teachers in the school reform picture -- Leveraging teacher autonomy to engage learners -- Classroom discourse and identity work -- Inquiry into teaching -- Identities of U.S. public education -- Conclusion -- Afterword / Theresa Perry -- Ellen Clay. 1. 2. 3. 4. 5. 6. 7.
"This book provides classroom examples to demonstrate how identity-making is integral to the teaching and learning process. Responding to school reform efforts that focus on top-down reform measures, this book proposes “identity work” as an alternative approach. The author argues that efforts to improve urban schools should recognize the importance of relational change that focuses on deepening personal interactions between students and teachers, teachers and other teachers, and schools and parents. Based on an in-depth study of two classrooms in urban K–8 schools, the book illuminates the importance of allowing teachers the freedom to make pedagogical adjustments based on their knowledge of students’ needs, backgrounds, and interests. This volume reframes our understanding of urban schools and raises questions about the goals of local and federal reform and what is at stake for educational systems." -- publisher's website.
0807756911 9780807756911 080775692X 9780807756928
2015022359
Education, Urban--United States Teacher-student relationships--United States Identity (Psychology) in children--United States Identity (Psychology) in adolescence--United States