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Preservice Teachers' Images of Knowing (by Heart ) in Mathematics and Science

丛编:

Kathleen T. Nolan

Elementary preservice teachers’school experiences of mathematics and science have shaped their images of knowing, including what counts as knowledge and what it means to know (in) mathematics and science. In this book, preservice teachers’ voices challenge the hegemony of official everyday narratives relating to these images.
The book is written as a parody of a physical science textbook on the topic of light, presenting a kaleidoscope of elementary preservice teachers’ narratives of knowing (in) mathematics and science. These narratives are tied together by the metaphorical thread of the properties of light, but also held apart by the tensions and contradictions with/in such a critical epistemological exploration. Through a postmodern lens, the only grand narrative that could be imag(in)ed for this text is one in which the personal lived experience narratives of the participants mingle and interweave to create a sort of kaleidoscope of narratives. With each turn of a kaleidoscope, light’s reflection engenders new patterns and emergent designs. The narratives of this research text highlight patterns of exclusion, gendered messages, binary oppositions, and the particle nature and shadowy texture of knowing (in) mathematics and science. The presentation format of the book emphasizes the reflexive and polyphonic nature of the research design, illustrated through layers of spoken text with/in performative text with/in metaphorical text.
The metaphor of a kaleidoscope is an empowering possibility for a critical narrative written to both engage and provoke the reader into imag(in)ing a critical journey toward possibilities for a different “knowing by heart” in mathematics and science and for appreciating lived experience narratives with/in teacher education.

Educating Media Literacy

The Need for Critical Media Literacy in Teacher Education

丛编:

Allison T. Butler

Critical media literacy is a necessary part of young people’s education and can foster the space for a more thoroughly informed and involved citizenry. In order to make critical media literacy sustainable in K-12 classrooms, learning and application of it must begin with teachers, preferably during their formal schooling. Educating Media Literacy is a manifesto for the inclusion of media literacy in teacher education and, by extension, in K-12 classrooms. Through a discussion of critical media literacy’s aims and the role of teacher education in the United States, this book argues for the inclusion of critical media literacy in teacher education.

Educating Media Literacy addresses two separate topics – teacher education and media literacy – and illustrates how they are intertwined: The United States struggles simultaneously with how best to train and retain prospective teachers and how to foster a better understanding of mainstream media. These two struggles can join forces and move towards a solution through the following: The inclusion of critical media literacy in teacher education programs.

Academic Hazing

A Reflection of My First Year Teaching at a Predominantly White Institution

丛编:

Tuwana T. Wingfield

Attaching Your Heart

Pueblo Community Engagement

丛编:

Carnell T. Chosa

Pueblo people are increasingly faced with challenges regarding how to maintain or promote the involvement of all community members in our cultural and linguistic life. Pueblo core values are key in addressing these challenges and are common across Pueblo or Indigenous communities, and their significance is magnified when considering small populations and the realization that every community member’s contributions or talents are valuable to the whole. Today, Pueblo communities must reinforce internal strengths and marry them with the expertise earned outside of the community through professional efforts. Based on almost two decades of community development work with Pueblo communities in New Mexico and alluding to more recent research derived from Pueblo youth programming through the Leadership Institute at the Santa Fe Indian School, this chapter proposes a few ways of considering the link between contribution and sustained engagement with community. The idea of community engagement is narrowed to Pueblo relationships and daily cultural practices and expanded to proposals for culturally-based program design

Education and Leadership in Schools Today

A Perspective from Cosmopolitanism

丛编:

David T. Hansen

Engineering and Technology Education

Toward 21st Century Integrated Skill Sets for Future Careers

丛编:

Thomas T. Liao