Teaching on days after : educating for equity in the wake of injustice / Alyssa Hadley Dunn.
Dunn, Alyssa Hadley author.
|Format||Book and Print|
|Publication Info||New York, NY : Teachers College Press, |
|Description||xii, 225 pages ; 23 cm|
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|Contents||Machine generated contents note: 1. Introduction -- Days After That I Remember, as Student and Teacher -- Teachable Moments in Service of Justice -- On Silence -- What This Book Is About -- Why Teaching on Days After Matters and Why Now -- What Is "Days After Pedagogy"? -- How This Book Is Organized -- Student Spotlight: Days After Sandy Hook / Marlena Young -- 2. Guiding Frameworks -- Guiding Frameworks in Context: Today's Classrooms as -- Spaces for Days After Pedagogy Asset-Based and Justice-Oriented Pedagogies -- A Sociopolitical Education -- Trauma Responsiveness and Socioemotional Learning in the Classroom -- Conclusion -- Theories in Practice: A Letter From a Teacher to His Students -- Student Spotlight: Days After Community Turmoil / Roxy Mashkawiziikwe Sprowl -- 3. Toward a Purpose for Freedom: Why Teach on Days After -- Days After Pedagogy Supports Student Agency and Voice -- Days After Pedagogy Works Against Oppression -- Days After Teaching Redefines "Relevance" -- Disrupting Whiteness: Pushing Against "Two Sides" on Days After -- Days After Pedagogy Responds to Trauma in a Meaningful Way -- Days After Pedagogy Is a Form of Trauma-Responsive Teaching -- Days After Pedagogy Offers a Space for Transformative Learning -- Days After Pedagogy Is Sustaining for Students and Teachers -- Conclusion -- Student Spotlight: Days After Parkland / Deidre Gorkowski -- 4. Putting Students First: Who We're Teaching on Days After -- Days After Pedagogy Is About Knowing Students Deeply -- Days After Pedagogy Is for All Ages -- Days After Pedagogy Is for All Content Areas -- Days After Pedagogy Uses Student-Centered and Humanizing Lessons -- Conclusion -- Student Spotlights: Days After in 2020-2021 / Ava Rizzico -- 5. Educators: Who Is Doing the Teaching on Days After? -- Days After Pedagogy Requires Teachers to Be Vulnerable -- Days After Pedagogy Pushes Teachers to Be Curricular Risk Takers -- Days After Pedagogy Pushes Teachers to Work Through Fears and Challenges -- Days After Pedagogy Necessitates That Teachers Negotiate Their Positionality -- Conclusion -- Student Spotlights: Days After the Capitol Attack / Marjorie Wiese -- 6. The Intersections of Teaching and Politics on Days After -- Days After Elections -- Days After Gun Violence -- Days After Environmental Crises -- Days After Gender Injustice -- Student Spotlights: Days After Racial Injustice / Maya Andrews -- 7. The Intersections of Teaching, Racism, and White Supremacy on Days After -- Days After Global Terrorism in a U.S. Context -- Days After Racial Violence -- Days After White Supremacist Events -- Days After Immigration Injustice -- Days After Local Racial Injustice -- Conclusion -- Student Spotlight: Looking Back on Days After / Paige Carletta -- 8. Conclusion -- pt. 1 Institutionalizing a Space for Days After Pedagogy -- pt. 2 Where Do We Go From Here? -- Some Final Advice for Teaching on Days After Epilogue: January 2021 -- "What Will We Tell the Children?".|
|Abstract||"What should teachers do on the days after major events, tragedies, and traumas, especially when injustice is involved? This beautifully written book features teacher narratives and youth-authored student spotlights that reveal what classrooms do and can look like in the wake of these critical moments. Dunn incisively argues for the importance of equitable commitments, humanizing dialogue, sociopolitical awareness, and a rejection of so-called pedagogical neutrality across all grade levels and content areas. By highlighting the voices of teachers who are pushing beyond their concerns and fears about teaching for equity and justice, readers see how these educators address negative reactions from parents and administrators, welcome all student viewpoints, and negotiate their own feelings. These inspiring stories come from diverse areas such as urban New York, rural Georgia, and suburban Michigan, from both public and private schools, and from classrooms with both novice and veteran teachers. Teaching on Days After can be used to support current classroom teachers and to better structure teacher education to help preservice teachers think ahead to their future classrooms" -- Provided by author.|
|Bibliography note||Includes bibliographical references and index.|
|Issued in other form||Online version: Dunn, Alyssa Hadley. Teaching on days after New York, NY : Teachers College Press,  9780807780664|
|Library||Location||Call Number||Status||Item Actions|
|Joyner||General Stacks||LC192.2 .D86 2022||✔ Available||Place Hold|