Principled Resistance: How Teachers Resolve Ethical Dilemmas

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Sonst. Personen	Santoro, Doris A. (Hrsg.); Cain, Lizabeth (Hrsg.)
Titel	Principled Resistance: How Teachers Resolve Ethical Dilemmas
Quelle	(2018), (280 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-68253-228-7
Schlagwörter	Leitfaden; Unterricht; Lehrer; Educational Practices; Educational Principles; Ethics; Teacher Attitudes; Resistance (Psychology); Politics of Education; Change Agents; Conflict; Unions; Common Core State Standards; Educational Change; Educational Policy; Beginning Teachers; Zero Tolerance Policy; African American Teachers; Males; Critical Thinking; Compliance (Psychology); Teacher Strikes; Privatization; Teacher Education; Educational History; Civil Rights; Social Media; Activism; Democracy + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Bildungspraxis; Bildungsprinzip; Ethik; Lehrerverhalten; Resistenz; Educational policy; Bildungspolitik; Konflikt; Common core curriculum; Curriculum; Kerncurriculum; Bildungsreform; Politics of education; Junior teacher; Junglehrer; African Americans; Afroamerikaner; Lehrer; Male; Männliches Geschlecht; Kritisches Denken; Lehrerstreik; Privatisation; Privatisierung; Lehrerausbildung; Lehrerbildung; History of education; Bildungsgeschichte; Bürgerrechte; Grundrechte; Zivilrecht; Soziale Medien; Aktivismus; Politischer Protest; Demokratie
Abstract	"Principled Resistance: How Teachers Resolve Ethical Dilemmas" brings together senior scholars and activist teachers to explore the concept of resistance as a necessary response to mandates that conflict with their understanding of quality teaching. The book provides vivid examples of the pedagogical, professional, and democratic principles undergirding resistance, as well as the distinct perspective of each of its contributors: teachers who reflect on their acts of principled resistance; teacher educators who study teachers and support their professional growth; and historians who demonstrate that a tradition of teachers' principled resistance has had a significant impact on American society, not only on schools and teaching. They also show the steps teachers take, in their reasoning and in their actions, to resist policies and mandates they are expected to enact. This volume offers a critical and unique resource for teacher educators who are preparing prospective teachers to navigate the contentious terrain of education politics, teachers who are interested in leading change, and others interested in educational ethics. Following an Introduction (Doris A. Santoro and Lizabeth Cain) this book presents the following chapters: (1) The Chicago Teachers Union's Rejection of the Common Core: A Case History of Teacher Resistance (Michelle Strater Gunderson); (2) Principled Resistance to System Mandates Among Early-Career Teachers (Clive Beck, Clare Kosnik, Judy Caulfield, and Yiola Cleovoulou); (3) Resisting No-Excuses Culture as a Black Male Teacher: Valuing Critical Thinking and Relationships over Compliance (Randy R. Miller, Sr.); (4) Working the System: Teacher Resistance in a Context of Compliance (Alisun Thompson and Lucinda Pease-Alvarez); (5) The United Teachers of New Orleans Strike of 1990 (Emma Long); (6) Professional Preparation: Principled Responses to an Ethos of Privatization in Teacher Education (Margaret Smith Crocco); (7) Building Foundations for Principled Resistance (Tom Meyer, Christine McCartney, and Jacqueline Hesse); (8) Teacher Resistance: Personal or Professional? (Jocelyn Weeda); (9) Dedicated, Beloved, and Dismissed: Teachers as Public Intellectuals in New York City Public Schools of the 1950s (Lizabeth Cain); (10) Staking a Claim in Mad River: Advancing Civil Rights for Queer America (Karen Graves and Margaret A. Nash); (11) Teaching and Leading as a Principled Act: How Ethel T. Overby Built Foot Soldiers of the Civil Rights Movement, 1910-1957 (Adah Ward Randolph and Dwan V. Robinson); (12) Tweeting to Transgress: Teachers on Twitter as Principled Resisters (Jessica Hochman, Doris A. Santoro, and Stephen Houser); and (13) Navigating Dilemmas in a Democracy (Lizabeth Cain and Doris A. Santoro). Notes, About the Editors, About the Contributors, and an Index are included. (ERIC).
Anmerkungen	Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 888-437-1437; Tel: 617-495-3432; Fax: 978-348-1233; e-mail: hepg@harvard.edu; Web site: http://hepg.org/hep-home/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01