Teaching as Principled Practice: Managing Complexity for Social Justice presents a practical vision for effective teacher development emphasizing social justice. This vision is encompassed in a set of six principles that underlie the authors’ work with pre-service teachers, and is intended to guide one’s practice in the classroom. The text’s primary focus is on children and youth who have been traditionally underserved by educational institutions in the United States. It speaks directly to both pre-service and experienced teachers in a way that addresses the challenges of urban education for teachers and children.
Chapter 7: Learning to See the Invisible: Power, Authority, and Language in the Classroom
Learning to See the Invisible: Power, Authority, and Language in the Classroom
TG: Good afternoon.
Students: Good afternoon.
TG: Today we're going to focus on one of the “big ideas” in this course, that language is both symbolic of and instrumental for power relations in ...