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Author:   Christine E. Sleeter (California State University, Monterey Bay, USA) ,  La Vonne I. Neal (Northern Illinois University, USA) ,  Kevin K. Kumashiro (University of San Francisco, USA)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Dimensions:   Width: 15.20cm , Height: 1.80cm , Length: 22.90cm
Weight:   0.430kg
ISBN:  

9780415736718

ISBN 10:   0415736714
Pages:   220
Publication Date:   05 August 2014
Audience:   College/higher education ,  Professional and scholarly ,  Postgraduate, Research & Scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Introduction: Why a Diverse Teaching Force Must Thrive. Part I: Communities of Practice: Supporting Culturally Efficacious Leaders and Teachers. 1. A Competing Theory of Change: Critical Teacher Development. 2. Teach Tomorrow in Oakland: History, Teacher Profiles and Lessons Learned. 3. Changing the Field: Teachers of Color Move Into Leadership Positions. Part II: Teacher Education Programs: The Promise and Possibilities of Preparing a Culturally Diverse Teaching Force. 4. Contextualizing the Demographic Imperative: Teacher Education for Students of Color in a Rural Community. 5. The Turning Point of One Teacher Education Program: Recruitment, Preparation and Retention of Diverse Teacher Candidates. 6. Newcomers Entering Teaching: The Possibilities of a Culturally and Linguistically Diverse Teaching Force. Part III: Recruiting and Retaining Teacher Candidates of Color: University Partnerships with Public Schools. 7. Growing Your Own Teachers in Illinois: Promising Practice for Urban and Rural “High Need” Schools. 8. Pathways2Teaching: Being and Becoming a “Rida”. 9. Admission System of a Teacher Preparation Program Designed to Allow Access for Diverse Teacher Candidates. 10. Tactics and Strategies for Breaking the Barriers to a Diverse Teaching Force. Part IV: Diversity Plans, Demographic Trends, and Accreditation in Higher Education. 11. Architecting the Change We Want: Applied Critical Race Theory and the Foundation of a Diversity Strategic Plan in a College of Education. 12. Diversifying Teacher Education at a Predominantly White Institution: A Public Scholarship Framework. 13. The Potential of Accreditation to Foster Diversity in Teacher Education Programs. Contributor Bios.

Reviews

This is an important call to action for a diverse and well-qualified teaching force that reflects the next generation of American students. As the authors make clear, segregation takes many forms, and we must extend our focus beyond just the students in the classroom. -- Benjamin Todd Jealous, former President & CEO, NAACP A challenging and persuasive book that examines how racism has contributed to the lack of diversity in the teaching force, this is an essential read for all educators and policy makers interested in insightful analysis and innovative solutions across various contexts. -- Jacqueline Jordan Irvine, Candler Professor Emeritus, Emory University

This is an important call to action for a diverse and well-qualified teaching force that reflects the next generation of American students. As the authors make clear, segregation takes many forms, and we must extend our focus beyond just the students in the classroom. - Benjamin Todd Jealous, former President & CEO, NAACP A challenging and persuasive book that examines how racism has contributed to the lack of diversity in the teaching force, this is an essential read for all educators and policy makers interested in insightful analysis and innovative solutions across various contexts. - Jacqueline Jordan Irvine, Candler Professor Emeritus, Emory University

Author Information

Christine E. Sleeter is Professor Emerita in the College of Professional Studies at California State University Monterey Bay, USA. La Vonne I. Neal is Dean of the College of Education at Northern Illinois University, USA. Kevin K. Kumashiro is Dean of the School of Education at the University of San Francisco, USA.

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