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Start where you are, but don't stay there : understanding diversity, opportunity gaps, and teaching in today's classrooms

Publication Type:

Book

Source:

Harvard Education Press, Cambridge, Mass., p.233 (2010)

Call Number:

Cubb LC1099.3 .M56 2010

URL:

http://searchworks.stanford.edu/view/9136747

Keywords:

Educational equalization--United States, Minorities--Education--United States, Multicultural education--United States, Multiculturalism--United States, Teachers--In-service training--Social aspects--United States

Abstract:

Contents: Foreword / Gloria Ladson-Billings -- A diversity and opportunity gaps explanatory framework -- White male teacher, diverse urban school : relationships and race matter, even in the science classroom -- Black female teacher, suburban white school : addressing and transcending cultural conflicts -- Black male and female teachers, diverse urban school : recognizing assets in unexpected people and places -- White teachers learning to teach : bittersweet challenges and possibilities in teacher preparation -- Conclusions and recommendations for practice.; Summary: Start Where You Are, But Don't Stay There addresses a crucial issue in teacher training and professional education: the need to prepare preservice and inservice teachers for the racially diverse student populations in their classrooms. The book centers on case studies that exemplify the challenges, pitfalls, and opportunities facing teachers in diverse classrooms. These case studies of white and African American teachers working (and preparing to work) in urban and suburban settings are presented amid more general discussions about race and teaching in contemporary schools. Informing these discussions and the cases themselves is their persistent attention to opportunity gaps that need to be fully grasped by teachers who aim to understand and promote the success of students of greatly varying backgrounds.

Publication Language:

eng