PRESENTING SUPERB RESEARCH THAT ADVANCES THE FIELD OF EDUCATION
Moving from Traditional to Transformative Curriculum and Pedagogy
- Publisher
Myers Education Press - ISBN 9781975506865
- Language English
- Pages 175 pp.
- Size 6" x 9"
- Request Exam Copy
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- Publisher
Myers Education Press - ISBN 9781975506889
- Language English
- Pages 175 pp.
- Size 6" x 9"
- Request E-Exam Copy
Curriculum and pedagogy are the heartbeat of our schools. They encompass what we do and do not teach–what content and approaches we either choose or are mandated to choose, or leave out or are mandated to leave out. Curriculum entails the overall educational experience of schooling, while pedagogy is the art and craft of teaching–or the translation of curriculum into student knowledge and growth. Hence, curriculum and pedagogy are sociocultural phenomena that impact and are impacted by context (e.g., students, community, colleagues, geography, etc.).
Once upon a time, curriculum and pedagogy were the spaces in which educators could exercise creativity and exploration, reflecting the individual needs of their students and communities. However, as political structures shifted and the standards movement took hold in the late 20th century, freedoms around curriculum and pedagogy began to fade with increased oversight over and standardization of “best practices” with greater emphasis placed on performance and efficiency. Pedagogical practices were soon framed around producing results (test scores, graduation rates, measurable learning objectives derived from prescribed state standards), while curriculum became a prescribed structure formatted to reflect state standards with an eye toward test performance. Curriculum and pedagogy were further impeded by hegemonic forces calling for censorship of teaching and curriculum, such as the ban on Ethnic Studies in Tucson, Arizona, and continued attacks on Critical Race Theory nationwide. Further, curriculum became a tool for concealing and/or silencing the experiences and voices of our diverse students, educators, and communities. The results of these phenomena are teachers feeling uninspired and deprofessionalized and students feeling devalued and unheard–especially marginalized students.
Since curriculum and pedagogy directly impact the experiences of teachers and students, they must be transformed. However, how do we do that within today’s tenuous PreK-12 environment? How do we transform curriculum and pedagogy so that they reflect, liberate, and ensure justice for students and educators in preschools, elementary schools, middle schools, high schools and the content areas taught within them? Moving from Traditional to Transformative Curriculum and Pedagogy addresses these challenges by providing clear and direct guidance for current and aspiring educators committed to transforming the status quo in their classrooms and schools.
Innovative and creative methodologies and practices that aspiring and practicing educators can use right away are the primary focus of this book. Because the editors and contributors are former or current PreK-12 practitioners and/or education scholars, this book is written for a broad educational audience. The editors and contributors provide preservice and practicing teachers entry points for transforming the educational landscape in favor of liberatory, transformative practices in PreK-12 schools across grade levels, content areas, school types, and geographic regions. Additionally, this book is ideal for teacher preparation programs as well as PreK-12 professional development, as this book guides readers through theoretical and empirical discussions, supported by hands-on applications that enable real-time application, and concludes with interactive features, like case studies, extension activities, and discussion prompts.
“The greatest challenge in teacher preparation and ongoing professional development is to intentionally support future and current educators to confront and dismantle institutional barriers that have historically marginalized students and their families. Only by boldly confronting systemic inequities will we realize a world in which all students are not only invited but supported to meet their fullest potential as learners and contributors to our society, economy, and global community. Moving from Traditional to Transformative Curriculum and Pedagogy provides a substantiated narrative and research based strategies which support teachers in their civic duty and moral imperative to create learning environments and provide educational opportunities that promote and provide liberty and justice for all.”
Jody Tucker, EdD, University of Colorado Denver School of Education and Human Development, Former Director of Clinical Teacher Education, Professional Development Schools & NxtGEN Current Director of Professional Development and Partnerships, Continuing and Professional Education
“Moving from Traditional to Transformative Curriculum and Pedagogy advances important notions of liberatory practices, policies, and possibilities, foregrounding a sense of educational imagination about the “what” and “how” of teaching and learning. This significant volume is relational at its core; carefully considering how schools, communities, and critical explorations of curriculum and pedagogy can become enmeshed in schools. At a time when the continued erasure of minoritized people and communities has (again) taken the national spotlight, the ideas presented in Moving from Traditional to Transformative Curriculum and Pedagogy become a necessary tool, not just for everyday educational practices, but for enacting hope and refusing oppression.”
Boni Wozolek, PhD, Penn State University, Abington College
“In an era where the assault on public education has reached a fever pitch, Fetman and DeMartino have put together an impressive volume that pushes and provokes us to create curriculum and pedagogies that give meaning and texture to educational justice! Providing cutting edge scholarship coupled with practical guidance for scholars and practitioners alike, this is a must read text whose intellectual generosity is only surpassed by its searing vision for transformative education. A timely text for a time such as this.”
Kevin Lawrence Henry, Jr., PhD, Associate Professor, Department of Educational Leadership and Policy Analysis, University of Wisconsin-Madison
Acknowledgments
Foreword
Preface
Introduction
Section I: Foundations of Transformative Curriculum and Pedagogy
Chapter 1
(Re)Calibrating Our Pedagogical Compass for Transformative Spaces of Learning
Joel A. Arce, Maria Salgado-Cartagena, Selena Rodriguez, Naiomi Robles, Danielle Hayes, José Lugo, Olivia McNeill, Vanessa Rosa, Keisha L. Green, Laura A. Valdiviezo, and Paul A. Schroeder Rodríguez
Chapter 2
Approaching Educative Spaces with a Multifaceted Lens: Informing Teacher Praxis through Analysis and Action Toward Social Justice for All Learners
Christine L. Chapman
Chapter 3
Stepping Out from Behind Closed Doors: Classroom Teachers Driving Antiracist and Abolitionist Change in Schools
Abby C. Emerson
Section II: Applying Transformative Curriculum and Pedagogy to Specific Practices
Chapter 4
Critical Peacebuilding in Education: Reimagining Curriculum and Pedagogy for a Just Future
Gabriel Gutiérrez, Ferial Pearson, Madina Djuraeva, and Julie Bell
Chapter 5
An Achievement Distortion: A Critique of Standardized Testing and Deficit Framing
Brenda Burgo
Section IIIa: Applying Transformative Curriculum and Pedagogy to Classroom Content Areas – English Language Arts (ELA)
Chapter 6
Teaching for Social Justice in Secondary English Language Arts: Facilitating Dialogue Across Difference
Alexandra Lyon Perelman
Chapter 7
Classrooms of Possibility: Writing for Change in Secondary ELA
Meagan Pike Dean and Emily P. McDonald
Chapter 8
The Power of Words: Language, Literacy, and Affirmation
Kenesma D. John, John H. Samuels, and Ebonie S. Bennett
Section IIIb: Applying Transformative Curriculum and Pedagogy to Classroom Content Areas – Science, Technology, Engineering, and Mathematics (STEM)
Chapter 9
Supporting Secondary Science Teachers’ Integration of Social Justice Science Issues (SJSI): A Justice-Centered Science Approach
Jeffrey Radloff, David Steele, and Dominick Fantacone
Chapter 10
Sayin’ It How We Know It: African American Language as a Resource in Science Education
Stephanie Tracey
Chapter 11
Embodying Radical Queer-Allyship As (STEM) Teacher Activism
Khanh Q. Tran, Kieren “Ren” Rende Mendoza, Gary Wright, Olivia M. Magnuson, Christine Gonderinger, and Austin Gaskin
About the Authors
Index
Lisa Fetman
Lisa Fetman, Ph.D. (she/her) is an independent scholar with adjunct faculty appointments at Florida Southern College (Educational Leadership) and the University of Colorado, Colorado Springs (Teaching and Learning). Dr. Fetman formerly taught K-12 Spanish in Chicago, Illinois and Tucson, Arizona, working in diverse communities and sociocultural/sociopolitical contexts. Her research encompasses the enactment of education policy within culturally diverse schools, particularly related to the effects of neoliberalism on policy creation, implementation, and disruption. As a former language teacher, she deeply cares about the education of emergent multilinguals, and hence also focuses her scholarship on the intersection of policies and practices within linguistically diverse student populations. Dr. Fetman teaches coursework in diversity and inclusion, curriculum and instruction, culturally responsive leadership, and instructional leadership. She currently resides in Chicago, Illinois with her husband, daughter, and chihuahua. She continuously commits to transforming education policies and practices in her personal and professional life in the Windy City.
Linsay DeMartino
Linsay DeMartino, Ph.D. (she/her) is an Assistant Professor in the Division of Educational Leadership & Innovation housed within Mary Lou Fulton Teachers College at Arizona State University. Her research considers equitable advancements in educational spaces, with an emphasis on the transformative possibilities and opportunities within justice-based educational communities. Prior to her role as a scholar-practitioner, Dr. DeMartino served as a special education teacher, inclusion specialist, special education department chair, and instructional data and intervention coordinator. She was honored to be mentored as a preservice and early career teacher by a veteran Mexican-American Studies (MAS) educator in Tucson Unified School District. The opportunity to co-teach in the Social Justice Education Project (SJEP) was a life-changing experience for her. The educators, students, and families affiliated with the MAS program educated her, whereas the university schooled her. She will be forever grateful for the gifts of knowledge, activism, and fierce love. Dr. DeMartino currently resides in the shadow of Tonto National Forest with her perfectly imperfect pup, Lorca.