Purposeful Teaching and Learning in Diverse Contexts

Implications for Access, Equity and Achievement

Edited by:
Darrell Hucks, Keene State College
Yolanda Sealey-Ruiz, Teachers College, Columbia University
Victoria Showunmi, UCL Institute of Education, London
Suzanne C. Carothers, New York University
Chance W. Lewis, University of North Carolina at Charlotte

A volume in the series: Contemporary Perspectives on Access, Equity, and Achievement. Editor(s): Chance W. Lewis, University of North Carolina at Charlotte.

Published 2022

Teachers have faced serious public critique regarding their effectiveness and professionalism in classrooms. At every level, their work is often measured solely against student achievement outcomes, often on standardized tests (Darling-Hammond & Youngs, 2002; Ravitch, 2010). Unfortunately, students who are coming from culturally, economically, and linguistically diverse backgrounds are often occupying the bottom rungs regarding academic achievement (Ladson-Billings, 1995; Milner,2010; Hucks, 2014). What are the obstacles and challenges teachers and students face in their respective school settings and how do they grapple with and overcome them? Finally, what do these teachers and students know that motivates and informs their work? The scholars in this volume will take up these questions and share the findings of their research in the field of leadership, teacher education, and achievement.

These concerns are not limited to the geographic boundaries of the United States of America. Engaging purposeful teaching is an imperative that concerns students, teachers, teacher educators, educational leaders, and education policy makers around the globe. There are many educators worldwide who are committed to delivering this type of teaching and promoting learning that is engaged and active. The four sections of the book capture the work of educators in teaching in diverse global settings such as the Australia, United Kingdom, Jamaica, Turkey, and across America. As diverse populations of students enter American classrooms, it is important for their teachers to have relatable examples of purposeful teaching that are culturally responsive and culturally relevant.

Foreword: The Cornerstone, Suzannne C. Carothers. SECTION I: TEACHING & PEDAGOGY. A Legacy of Literacy: Mathematics Teachers and the Quests for Racial Justice, Nathan N. Alexander. Latrisha’s Choice: Toward an ‘Economic Turn’ in Urban Education, Michael J. Dumas. One Art Teacher Empowering Urban Youth with Critical Arts Pedagogy, Cleveland Hayes and Luis Genaro Garcia. When Black Girls Unite: How Critical Teacher Reflection Can Lead to a Pedagogy of Power, Monique Lane. Trans*ing Pedagogy: Recognition of Trans* and Gender Creative Youth in the Secondary ELA Classroom, sj Miller. 40 Hours of Strategy: Making Sense of Pedagogical Dissonance Through Reflection, Joyanne Beverly De Four-Babb. Libro + Biblioteca = Libertad: Dual Language Education and Humane Teaching at the Texas-Mexico Borderlands, Rodrigo Joseph Rodriguez. Teaching and (Re) Thinking Student Achievement: Policy Implications on Leadership Preparation and Praxis, Cosette Grant. Love as a Moral Imperative in Teaching and Teacher Education, Shamari K. Reid, and Yolanda Sealey-Ruiz. SECTION II: CULTURALLY RELEVANT APPROACHES. Teaching in an Age of State Sanctioned Lynching: Employing Culturally Sustaining Pedagogy to Respond to Persistent Social Inequity, Travis J. Bristol and Aukeem Ballard. Curriculum, Race and Representation in Undergraduate Art Education Programs, Alphonso Walter Grant. The Relationship Between Family Literacy Interactions and Third Grade Reading Achievement, Howard Tyrone Miller. Youth Organizing as a Vehicle for Cultivating Politically Engaged Learning, Wanda Watson. Student Ambassadors: Developing Pedagogies to Promote New Learning Practices, Clare Gartland. Knowing You, Knowing Me: The Art of Purposeful Teaching, Victoria Showunmi. Teacher Thinking in Australia and the United States: A Cross-Cultural Examination, John P. Sturtz and Paul Reitano. Multicultural Inclusion: Strategies for Teachers in Today’s Classrooms, Kimarie I. Rahman Bey. SECTION III: TRANSFORMATIVE PRACTICES. I Love Myself: Becoming Designers of Urban Futures in Production-Centered Contexts, Danielle Filipiak. Educational Apartheid: Resisting Whiteness in South African Schools, Christopher B. Knaus. What Do We Do in the Meantime? Practical Solutions for Eliminating Educational Inequities in Urban Schools Right Now, Amber Bryant, Marcia Watson, Ayana Allen, and Chance W. Lewis. Moving Purposeful Teaching and Learning Beyond the College Classroom Bubble, Darrell Hucks, Tanya Sturtz and Katherine Tirabassi. From “Play School to Real School” Transforming a Classroom of Practice Through Critical Pedagogy, Hope Mayne. Purposeful Teaching and Learning: Realities and Possibilities, Carmel Roofe. Countering Anti-Blackness and Symbolic Violence through Empathy in the Schooling Experiences of Young Black Men and Boys, Justin A. Coles and Chezare A. Warren. Expanding Communities of Practice: Collaboration and Mentoring in Educational Leadership and Teacher Education, Limarys Caraballo, Soribel Genao, and Anastasiya Lipnevich. SECTION IV: CONCEPTUAL AND THEORETICAL FRAMEWORKS. Chile, A Fox Be Just a Fox: Black Girlhood Narratives as Rhetorical and Curricular Intervention in College Instruction, Carmen Kynard. Living My Brother’s Keeper: Examining the Raced and Gendered Knowledge of a Black Male Teacher, Keisha McIntosh Allen. What Good Students Must Unlearn to Become Good Teachers: Best Practices in Context, Leigh Patel, Kathryn Coursey, Samantha Gross, and Sally Snickerberger. Seeing Beyond Bias and Cultural Stigma in Order to Engage Students in Purposeful Learning, Ivory Toldson and Lisa Haileab. Tensions and Possibilities in Developing Cosmopolitan Literacies Through English Education: Perspectives from Singapore Schools, Suzanne S. Choo and Csilla Weninger. Liberatory Pedagogies Antoloji, Ibrahim Abdurrahmani-Farajaje’. Black, Male and Successful: Voices from Male African Caribbean Educational Leaders in London Secondary Schools, Phillip A. Smith. Contemplating 400 Years of Inequality, Angel Acosta. Racial Congruence and Its Impact on the Academic Achievement of African American Students: Then and Now, Cluny Lavache. Afterword, Kimberly White Smith. About the Contributors.