Social Justice Re-Examined: Dilemmas and Solutions for the Classroom Teacher. 2nd Edition

Trentham Books. Available from: UCL IOE Press, UCL Institute of Education, 20 Bedford Way, London, WC1H 0AL, UK. Tel: +44-20-7611-5565; e-mail: [email protected]; Web site: https://www.ucl-ioe-press.com/

N

224

Social Justice; Equal Education; Racial Bias; Gender Bias; Race; Poverty; Social Class; Social Bias; Sexuality; Religion; English (Second Language); English Language Learners; Islam; Attention Deficit Hyperactivity Disorder; Ethnicity; Teaching Methods; Teacher Attitudes; Values; Teacher Influence; Teacher Role; Theories; Teacher Improvement; Beginning Teachers; Critical Literacy; Homosexuality; Inclusion; School Culture; Ethnic Groups; Gender Issues; Coping; Students with Disabilities; Sustainability; Foreign Countries

978-1-85856-909-3

Teachers want to do their best for every child, but worry about causing offence and often shy away from troublesome issues. The classroom situations and strategies presented here will help teachers negotiate their way through complex situations and bring about constructive change. This book clarifies concepts and value differences and the subtle ways in which inequality often works. Theoretical as well as practical, these chapters look from inside out from the perspective of the teacher. They cover a wide range of issues: race, gender, poverty and class, sexuality, religion, English as an Additional Language, Islamophobia, Traveller children and ADHD. The book is essential reading for student teachers, early career teachers and teacher educators, but will also be invaluable for experienced teachers as they navigate their work in an increasingly diverse society. This book contains the following chapters: (1) Shaping Practice: The Impact of Personal Values and Experiences (Rowena Arshad); (2) Individual Teachers Making a Difference in the Classroom and the School (Laura Mitchell); (3) Key Concepts and Theories: From Ambiguity to Clarity (Shereen Benjamin and Rowena Arshad); (4) Resolving Dilemmas and Improving Practice in the Early Career of Teaching (Helen Knowles); (5) Education, Poverty and Social Class: Some Issues for Teachers (Terry Wrigley); (6 Using Critical Literacy to 'Do' Gender (Lynne Pratt and Yvonne Foley); (7) Sexuality, Sex and Gender: Respect and Recognition (Shereen Benjamin); (8) Educate and Act for Anti-Racism (Rowena Arshad and Clare Harker); (9) Inclusive Practices for Pupils for whom English is an Additional Language (Andy Hancock); (10) Facing the Challenge of Child Poverty (Siobhan Collingwood and Sheila Laing); (11) Islamophobia and 'British values': A Curricular Approach (Sadia Habib); (12) 'How Am I Meant to Cope with This Range of Disabilities?' (Gillean McCluskey and Gwynedd Lloyd); (13) Gypsies, Roma and Travellers: Teachers Making a Difference (Maureen Finn and Pauline Duncan); and (14) Learning for Sustainability: Our Collective Future Depends on It (Kirsten Leask, Beth Christie and Rosa Murray). [For the first edition, see ED599757.]

ERIC

2019

ED599758