Overview

Developed to help educators become leaders for critical social justice, the anthology Teacher Leadership for Social Justice: Building a Curriculum for Liberation blends teacher reflection with social justice and policy to position teachers as active leaders in interdisciplinary curriculum development. The readings in Section I center on critical reflection, identity, and frameworks that help students find an appropriate balance between formal learning techniques and critical reflection of praxis. Section II examines the impact of social justice issues on schools. Section III explores issues in educational policy through both historical and contemporary lenses. The selections in Section IV provide students with examples of teachers and systems working in meaningful ways towards critical social justice. The second edition features all new readings that reflect timely and important matters related to social justice. Topics include the complex and intersectional nature of identity, misconceptions about poor children, religious diversity and the problem with winter holidays, transgender students, teaching history and social studies, the #BlackLivesMatter movement, and more. Teacher Leadership for Social Justice effectively positions teachers as change agents within schools and the educational system as a whole. It is an ideal text for preparing pre-service or new teachers and can be used in classes on curriculum development, multiculturalism, and social justice.

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9781793520760

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Thomas S. Poetter earned his Ph.D. in curriculum and instruction at Indiana University, Bloomington. He is a professor of curriculum studies and department chair in the Department of Educational Leadership at Miami University and the author of the Curriculum Windows series published by Information Age Publishing. Brittany Aronson holds a Ph.D. in learning environments and educational studies from the University of Tennessee at Knoxville and is an associate professor of sociocultural studies in education at Miami University. Dr. Aronson is currently leading a research study using critical race theory in teacher education.

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