Titlebook: Citizen Teachers and the Quest for a Democratic Society; Place-Making, Border Gerald K. Wood Book 2022 The Editor(s) (if applicable) and Th

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惹人反感

Place-Making as Citizen Teachers: Analyzing Using Critical and Racialized Geographies,tion to critical and racialized geographies, this chapter provides examples of how we might think spatially and expand our roles as citizen teachers. If we are to alter relations of power and engage in place-making, we need to have the analytic tools to understand how community issues percolate into

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OWL

The Power of Parent Organizing,ng public accountability. Distinguishing between parent involvement and parent engagement, I identify the need to conceptualize parents as leaders, allies, and co-creators. I situate the work of education organizing within a Black spatial imaginary and highlight the role of house meetings in bringin

PSA-velocity

The Power of Student Organizing: Public Achievement,ugh contextualizing Public Achievement and the centrality of public work, I share examples of this work and also describe structural limitations we faced to highlight the importance of embeddedness of this work in the everyday work of teachers as curriculum developers and justice-oriented educators.

積習(xí)已深

The Power of Teacher Education,story of the 1964 Freedom Schools and the concept of free spaces, I provide three examples of how I have worked to carve out spaces for civic engagement for teacher candidates. I consider the ways in which remaking of spaces can be intentionally situated in teacher education programs.

否認

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contradict

activists during the Progressive Era.Draws on Dewey’s notionThis book.?.explores how citizen teachers can expand our capacities to generate more equitable and just spaces with families by working as community organizers. Paying particular attention to community organizing work in one elementary scho

Horizon

https://doi.org/10.1007/978-3-319-60462-6If we are to alter relations of power and engage in place-making, we need to have the analytic tools to understand how community issues percolate into schools. This chapter introduces the school and the district to map out particular relationships that shape the narration of these stories and examples.