Overview

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.

Full Product Details

Author:   Thomas Albright ,  Stephanie Behm Cross ,  Camea Davis
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.380kg
ISBN:  

9781032912271

ISBN 10:   1032912278
Pages:   272
Publication Date:   21 October 2025
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Not yet available  
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Table of Contents

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

Reviews

“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 we’ve 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 we’ve 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

Author Information

Thomas Albright is Research Assistant Professor in the Department of Middle and Secondary Education at Georgia State University, USA. Stephanie Behm Cross is Professor in the Department of Middle and Secondary Education at Georgia State University, USA. Camea Davis is Director of Equitable Research Practice Partnerships at the Research Partnership for Professional Learning, USA.

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