Teaching To Change The World

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9780072982008: Teaching To Change The World
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In 1998, the first edition of Teaching To Change The World broke new ground in teacher education by positioning the foundations and practices of American schooling in the context of the struggle for social justice, democratic communities, and a better world. Indeed, "teaching to change the world” has become more than a book title; for thousands of individuals and for entire teacher education programs it is an everyday expression that embodies rigorous preparation and the highest professional aspirations for becoming a teacher.

Author Jeannie Oakes was the founding director of UCLA’s Center X--the institutional home of the university’s teacher education program--a program based on the research and principles that Teaching To Change The World represents. Oakes draws from her distinguished research career as a sociologist of education to integrate the components of educational foundations into a thematic and ideological whole. The result is a sustainable theory of education that positions new teachers to be highly competent in the classroom, lifelong education reformers, and education leaders and partners with students and families. Co-author Martin Lipton brings to this book 31 years of classroom experience and a parallel career as education writer and consultant. His photographs of the book’s featured teachers and their students reveal that social justice classrooms are both ordinary and inspired.

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From the Publisher:

Teaching to Change the World receives Critics Choice Award.

The American Educational Studies Association (AESA) has awarded Teaching to Change the World its Critics Choice Award. AESA is comprised of college and university professors who teach and research in the field of education. Its role is to provide a cross-disciplinary forum for the discussion of broad policy issues relating to education. ABOUT THE BOOK Teaching to Change the World argues that a hopeful, democratic future depends on whether all students experience academic rigor and social justice in school. This book is used widely as a college text for Introduction to Education, Social foundations of Education, and Multicultural Education courses. However, the authors groundbreaking approach, engaging prose, and devastating directness will guide the general reader to a far deeper understanding of how they can and why they must argue for rigorous WHAT OTHERS ARE SAYING ABOUT THE BOOK: The overall approach, its organization, coverage, and inviting and readable level, is spectacular. It is a work of love and respect for all who selflessly enter the field of education and who will live, learn, and teach in the next millennium. Rudolfo Chavez, Chavez, New Mexico State University I actually felt relieved while reading it because it consolidated contemporary educational history while attending to important past roots and new branches. I think the argument itself-to teach for both academic rigor and social justiceis profoundly important and admirably done here. This book stands alone in my mind. It is more comprehensive than the books Ive read on multiculturalism, on caring, on classroom discipline. . .The fact that these arguments are gathered in one place is wonderful and extremely helpful. Patricia A. Wasley, Dean of the Graduate School, Bank Street College of Education Its treatment of the most recent theories regarding human development and learning, combined with historical-to-present analysis of schooling in this country is unique. [Oakes and Lipton} challenge the reader to make sense of why school/education is the way it is. Eugene Garcia, Dean of the School of Education, University of California, Berkeley

About the Author:

Jeannie Oakes is Professor and Assistant Dean for Teacher Education in the Graduate School of Education and Information Studies at the University of California, Los Angeles. She also directs Center X-Where Research and Practice Intersect for Urban School Professionals--the home for UCLA's programs for teachers. Formerly a senior social scientist at RAND, Oakes received her Ph.D. in Education from UCLA in 1980 after a 7-year career as a public school English teacher. Professor Oakes has written five books, several research monographs, and scores of academic and professional articles. Her research examines inequalities in U.S. schools, and follows the progress of equity-minded reform. This work is the subject of her widely read book, KEEPING TRACK: How Schools Structure Inequality, (Yale University Press) and numerous articles. Dr. Oakes' National Science Foundation study, MULTIPLYING INEQUALITIES (Rand Corp., 1990) documents the uneven distribution of resources, curriculum, and teachers in mathematics and science nationwide, and how it affects poor and minority students. Dr. Oakes' studies have been widely cited in newspapers and magazines (e.g., The New York Times, Wall Street Journal, Parents) and on television (e.g., "American Agenda" on ABC World News Tonight; "American Agenda," PBS "Frontline," and "60 Minutes"), as well as in scholarly journals. In 1986, her writing won a Distinguished Achievement Award from the Educational Press Association of America. In 1990, the American Educational Reserach Association awarded her the highly prestigious Raymond B. Cattell Award for achievement in research, and in 1997 AERA awarded her the Palmer O. Johnson Award for the Outstanding Research Article. In 1996 the Southern Christian Leadership Conference presented her with the Ralph David Abernathy Award for public service. Her current studies follow the progress of educators across the nation attempting to eliminate inequalities in their schools.

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