Cultivating Social Justice Teachers: How Teacher Educators Have Helped Students Overcome Cognitive Bottlenecks and Learn Critical Social Justice Concepts ed. by Paul C. Gorski et al. (review)

Cultivating Social Justice Teachers: How Teacher Educators Have Helped Students Overcome... multicultural) audience. Another strength is her inclusion of nonliterary/nonhumanities disciplines such as biology and ecology. Her development and diction is very clear. We are called to "legitimize" our discipline, and we become preventative through this behavior. With humanities funding on the chopping block as frighteningly outlined by the New York Times over the past few years, this allows a way for our side of the campus to become real agents of progress. My primary concern with a text such as this is the very practical side: how do we, as twenty-first century feminist educators, get administrators and school districts/ universities to bite? How can student achievement be tied to the marginalized American voice? Our students' assessments must be an extension of these texts, so if Ammons is to see real social change and environmental responsibility, we need testing centers to recognize their significance as well. There might be hope in this respect, as the College Board's list of texts to use for the free-response section of the AP Literature exam now includes up to 40 percent multicultural texts compared to the very few that were present in the early 1990s. Perhaps this agenda can extend to administration and http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Feminist Teacher University of Illinois Press

Cultivating Social Justice Teachers: How Teacher Educators Have Helped Students Overcome Cognitive Bottlenecks and Learn Critical Social Justice Concepts ed. by Paul C. Gorski et al. (review)

Feminist Teacher, Volume 23 (2) – Nov 14, 2013

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Publisher
University of Illinois Press
Copyright
Copyright © the Board of Trustees of the University of Illinois.
ISSN
1934-6034
Publisher site
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Abstract

multicultural) audience. Another strength is her inclusion of nonliterary/nonhumanities disciplines such as biology and ecology. Her development and diction is very clear. We are called to "legitimize" our discipline, and we become preventative through this behavior. With humanities funding on the chopping block as frighteningly outlined by the New York Times over the past few years, this allows a way for our side of the campus to become real agents of progress. My primary concern with a text such as this is the very practical side: how do we, as twenty-first century feminist educators, get administrators and school districts/ universities to bite? How can student achievement be tied to the marginalized American voice? Our students' assessments must be an extension of these texts, so if Ammons is to see real social change and environmental responsibility, we need testing centers to recognize their significance as well. There might be hope in this respect, as the College Board's list of texts to use for the free-response section of the AP Literature exam now includes up to 40 percent multicultural texts compared to the very few that were present in the early 1990s. Perhaps this agenda can extend to administration and

Journal

Feminist TeacherUniversity of Illinois Press

Published: Nov 14, 2013

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