Overview

This book presents a curriculum model for preparing white preservice teachers to be successful in urban contexts. It is based on more than 15 years of ethnographic teacher research generated within an intensive immersion course, designed by the author, called the Philadelphia Urban Seminar. Specifically, the model shows how to complicate white preservice teachers' awareness of identity and foster teachers' understanding of their own identity and positionality. Readers will learn how to develop teachers' capacities to respond to diverse students' situatedness; to navigate stressful relational and institutional dynamics in which race and gender injuries are involved; to evolve as leaders who take a stand for social and emotional justice; and to cultivate respect for new literacies and logics. This resource shows how to generate this complex consciousness meaningfully and quickly by integrating pedagogical shock, an ontological framework for personhood, extraordinary literacies, and direct inquiry into a white supremacist patriarchal ideology that pervades teaching and learning in the United States of America. Book Features: Research and practice that empower teachers committed to transformative existential education (i.e., antiracist, antisexist, and antiphobic praxis for all people). A cutting-edge curriculum framework with clear and transferable principles, practices, lesson plans, assignments, and readings. Support structures for teacher educators focused on personal and professional expansion, including chapter summaries, strategic lists, analytic memos, insightful transcripts, poetic interludes, and more. An experiential curriculum that teacher educators can adapt to their context as either a two-week immersion or a full-semester existential education course. Exemplar transcripts featuring teacher educators, advanced graduate students, and pre-service teachers with action-oriented tools and materials to aid the reader in implementation. A companion website with video and audio recordings featuring the author leading class sessions and workshops, context images that provide necessary visuals, and documents for use in implementation.

Full Product Details

Author:   Jeanine M. Staples-Dixon
Publisher:   Teachers' College Press
Imprint:   Teachers' College Press
Dimensions:   Width: 16.20cm , Height: 1.50cm , Length: 23.50cm
Weight:   0.445kg
ISBN:  

9780807786338

ISBN 10:   0807786330
Pages:   208
Publication Date:   24 December 2024
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Out of stock  
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Table of Contents

Contents Preface  ix Acknowledgments  xi Introduction  1 The Goal: Revolutionizing Teacher Consciousness  3 The Path: Dismantling the Patriarchy, One Teacher at a Time, Through Extraordinary Pedagogies  5 How the Course Works  6 Methods and Evidence  13 How to Read This Book  14 The Chapters  17 Welcome In: A Call to Action  22 1.  It’s Very Important to Do Impossible Things: Addressing Bumpy Beginnings and the Problem of Innocence With Pedagogical Shock  23 Problems: Beginnings and Innocence  24 Solution: Pedagogical Shock  32 The Framework of the Four Agreements  45 Possibilities: A Highly Ordered Teaching/Learning Context and Surprisingly Aligned Constituents  49 2.  The white Supremacist Patriarchy Is Spectacular: Here’s a Simple Framework Teachers Can Use to Dismantle It (+ Enact Methods of Engagement to Counter Its Effects)  51 Problem: Lack  51 Solution: A Framework for Noticing, Naming, and Dissolving white Supremacist Patriarchal Ideology  57 Possibilities: Antiracist Mindfulness Methods for Dismantling the Tenets of the WSP in Yourself, Your School, and Our Society  65 3.  Working on Weakness: Using an Ontological Framework for Personhood to Create Strength and Stamina in Existential Education  71 Problem: Weakness  71 Solution: An Ontological Framework for Personhood, a Sociospiritual Scaffold  74 Possibilities  80 4.  Who In the World Are You Talking About?: Dissolving Labels With Experiential Embodied Practice  90 Problem: Labels and Avoidance  91 Solution: Notice and Name Labels  92 Solution: Experiential Embodied Practice  93 Possibilities: Increased Self-Awareness, Self-Direction, and the Beginnings of Experiential Embodied Practice  97 An Introduction to Final Projects  101 5.  Asking Existential Questions of Self and Other: Unpacking Positionality and the Nature of Privilege by Sharing Gender Stories and Strengthening Empathetic Core  103 Problem: Privilege  105 Solution: Intersectional Review of Microaggressions, Macroaggressions, and Systemic Aggressions Through the Line of Sight  108 Solution: Producing Gender Stories and Public/Private Shares  110 Possibilities: Emerging Ability to Dynamically See Self and Other and Say Who Is Who  113 6.  Catching the Seeds of Contempt and Colonization: Spatial Liberation and Freedom of the Black Image in white Imaginations Through Conscious Capacious Service  117 Problem: Contempt and Colonization  118 Solution: Conscious Capacious Service  121 7.  #WeWillRest: Repairing Existential Exhaustion With Intentional, Decolonizing Rest to Recoup Power, Perspective, and Passion for Personhood  126 Problem: Existential Exhaustion  128 Solution: Intentional, Decolonizing Rest  130 8.  How Much Stuff Is in One Person and How Do I Make My Eyes See?: From Lacking to Enlightened Lenses for Looking at the Social and Academic Experiences of Self and Others  135 Problem: Overwhelm  136 Solution: Enlightened Lenses for Looking at the Overwhelming Social and Academic Experiences of Self and Others  139 Possibilities: Increased Capacity for Working With Overwhelm Using the Lenses of Intersectionality (and Other Enlightened Lenses for Seeing the Identities and Experiences of Every Person)  143 9.  I Have No Words, Help Me Speak: Presenting Tools for Talking About the Dynamics of Visibility, Erasure, Humanization, and Dehumanization  147 Problem: Voicelessness  147 Solution: Introduction to a Language of Thriving (Along With a Language of Oppression)  149 Possibilities: Final Projects That Present Powerful Voices and Critique the Dynamics of Visibility, Erasure, Humanization, and Dehumanization  154 A Word on the Syntax of Supremacy  158 10.  What If Nobody’s Broken?: Regarding Disability Through New Soulful and Somatic Methods of Visibilizing, Affirming, and Validating “Self” and “Other”  159 Problem: Brokenness  159 Solution: New Soulful and Somatic Contemplation and Movement Within and Across Spaces  164 Possibilities: A “How to See/What to Do” Exercise Toward Methods of Visibilizing, Affirming, and Validating “Self” and “Other”  166 11.  What Do I Focus on First and How Do We Create Closure?: Exemplifying Ways to Support Exterior Life Equity Through Interior Life Health, Order, and Membership  171 Problem: Focus  171 Solution: Ways to Support Exterior Life Equity Through Interior Life Health, Order, and Membership, or How Do We Release Them?: Regarding Supreme Love  174 Possibilities: Introduction to Personal Liberation Projects  177 Toward Personal Liberation  179 12.  Who Am I Really, and Where Do We Go From Here?: Identifying Changemakers, Doing Harambe, Taking the Pledge, and Presenting the Tribute (or Provoking Soul and Soma to Breakdowns for the Actualizations of Breakthroughs)  182 Problem: Closure  183 Solution: Identifying Changemakers, Doing Harambe, Taking The Pledge, and Presenting the Tribute (or Provoking Soul and Soma to Breakdowns for the Actualizations of Breakthroughs)  183 Possibilities: The Spark of Extraordinary Pedagogies  187 Possibilities: Rapid Transformation and Revolutionized Teacher Consciousness (i.e., Extraordinary Pedagogies)  188 Notes  191 References  197 Index  203 About the Author  211

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Author Information

Jeanine M. Staples-Dixon is a professor of literacy and language, African American studies, and women's, gender, and sexuality studies at The Pennsylvania State University.

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