Full Description
Drawing on frameworks of teacher research and critical literacy, this volume documents the experiences of educators in New Mexico who participate in Teaching Out Loud—an intergenerational, professional development program that focuses on the creation and implementation of imaginative, critical curriculum with historically marginalized students. This text offers a set of conceptual tools and pedagogical practices for teacher educators and researchers seeking to advance teacher learning and leadership through the use of critical study groups rather than the more scripted professional development approaches that dominate mainstream educational settings. Specifically, this book uses the voices of a diverse set of teachers to demonstrate the role of teacher inquiry in shifting curriculum and advancing equity, even when faced with formidable circumstances like a global pandemic. The authors examine how participation in Teaching Out Loud helped teachers foster social-emotional learning, foreground issues of race and identity, build and sustain community, promote self-care, and center play within and against challenging local and global contexts.
Book Features:
Highlights the voices of teachers representing a range of diverse perspectives and experience levels.
Explains classroom practices and approaches in detail.
Examines the challenges posed by the COVID-19 pandemic.
Explicitly addresses critical issues like race and social justice.
Focuses on the American Southwest.
Contents
Foreword
Gerald CampanoAcknowledgments
PART I: Teacher Inquiry in Contentious Times
Introduction
Katherine Crawford-Garrett
1. Setting the Stage—The Foundations of Teaching Out Loud
Katherine Crawford-Garrett
2. Professional Development in Contentious Times: The Origins and Practices of Teaching Out Loud
Damon R. Carbajal, Katherine Crawford-Garrett, and Kahlil Simpson
3. Educational Challenges and Opportunities in New Mexico
Katherine Crawford-Garrett, Damon R. Carbajal, Amanda Y. Short, and Kahlil Simpson
PART II: Translating Critical, Creative Work to Virtual Spaces: Stories From the Classroom
4. Promoting and Documenting the Importance of Play in a Kindergarten Classroom
Linnea Holden
5. Creating Conditions for Kindness in a Second-Grade Classroom
Kristen Heighberger-Ortiz
6. Confronting Race, Identity, and Social Emotional Learning in a Fourth-Grade Classroom
Amanda Y. Short
7. Imagining Joy: Toward Abolition in the Middle School Classroom
Kahlil Simpson
8. A Radical Space for Growth, Equity, and the Re-humanization of Educators
Damon R. Carbajal
PART III: Conceptualizing Key Tenets of Critical Teacher Inquiry
9. Moving Forward: Conceptual Tools and Promising Pedagogies for Teacher Inquiry and Practice
Katherine Crawford-Garrett and Kahlil Simpson
Endnotes
Index
About the Editors
About the Contributors
