Teach! Change! Empower!

Carl A. Grant - University of Wisconsin, Madison, USA

Other Titles in:
Teaching Strategies for Diverse Students | Teaching in Inner Cities | Working with Minority Students

November 2009 | 152 pages | Corwin

Carl Grant, a leading authority on multicultural education, offers a constructive action plan to help teachers affirm and support their studentsÆ diverse individual and group identities while simultaneously developing pedagogies that will enable them to close the achievement gap.áTeach! Change! Empower! introduces a step-by-step change processùfrom acknowledging the need for change to implementation of changeùand presents a model for creating schools that are: Places where students can have significant achievementsCulturally relevant environments for studentsPlaces where power is used to promote caring communities

Preface

Acknowledgments

About the Author

Getting the Most out of the Book

Part 1. The Harder Work of Teaching

1. The Achievement Gap

What is the Achievement Gap and Why Must It Be Eliminated?

The Multiplicity and Intersectionality of Gaps

Effects of the Academic Achievement Gap

Action Plan 1: Revisiting the Struggle for Closing the Achievement Gap with Fresh Eyes

2. Diversity and Power

Diversity

Affirming Diversity

All Teachers Need to Learn about Diversity

Power in the Context of Change

Where is Power in Your School?

Action Plan 2: Affirming Diversity in Your Classroom & Power Structures in Society

3. Caring With Socio-Political Consciousness

Becoming Socially Critical

Fostering a Caring Community Among Students

Action Plan 3: Caring with Socio-Political Consciousness

4. Acknowledging the Change/Transition: Step One

Mobility and Change: A New and Different Time

Multiple Teacher Roles & Change

Changing the Markers of Achievement

Action Plan 4: Goals for Change

5. Reacting to Change/Transition: Step Two

Strong Feeling and Mixed Emotions

Searching to Connect With Student Knowledge and Experiences

Nervous Reactions to Racism and Other “Ism”s

Reactions are Influenced by Context and Settings

New Teachers Need Help

Action Plan 5: Reacting to the Change - Confronting Our Biases and Conditioning

6. Investigating the Change/Transition: Self Investigation - Step Three

Teacher Multicultural Attitude Survey (TMAS)

Knowledge of Self: Self-Understanding and Self-Acceptance

Multicultural Personality for Affirming Diversity

Teacher Personal Dispositions Toward Diversity

Knowledge About the School Community

Attitudes and Dispositions of Teachers Who Work to Close the Achievement Gaps

Reflection 6.4

Action Plan 6: Self-Investigation

7. Investigating the Change/Transition: Program Investigation

The Achievement Reform Movement

Action Plan 7: Program Investigation

8. Implementing Change: Step Four

Knowledge Base for Closing the Achievement Gaps

Knowledge of Curricular Content: A Strong Subject Matter Base

Knowledge About Teaching: Pedagogical Content Knowledge

Pedagogical Skills for Closing the Achievement Gaps

Teacher Pedagogical Skills Survey

Reflective Skills

Action Plan 8: Teacher Knowledge About Content and Pedagogy

Part 3. Change/Solutions in Practice

9. Cultural Competence

Culturally Relevant Curriculum

Reflection 9.3

Action Plan 9: Cultural Competence and Culturally Relevant Teaching

10. Change/Solution in Practice: Four Examples

Conclusion

References

Index

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Preface

Chapter 1: The Achievement Gap

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Solutions for Closing the Achievement Gaps

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