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Preparing to Teach Social Studies for Social Justice (Becoming a Renegade)

Ruchi Agarwal-Rangnath Alison G. Dover Nick Henning Rick Ayers

9780807757666
160 pages
Teachers College Press
Overview
This practical book shows how veteran, justice-oriented social studies teachers are responding to the Common Core State Standards, focusing on how they build curriculum, support students’ literacy skills, and prepare students to think and act critically within and beyond the classroom. In order to provide direct classroom-to-classroom insights, the authors draw on letters written by veteran teachers addressed to new teachers entering the field. Part I of the book introduces the three approaches teachers can take for teaching for social justice within the constraints of the Common Core State Standards (embracing, reframing, or resisting the standards). Part II analyzes specific approaches to teaching the Common Core, using teacher narratives to illustrate key processes. Part III demonstrates how teachers develop, support, and sustain their identities as justice-oriented educators in standards-driven classrooms. Each chapter includes exemplary lesson plans drawn from diverse grades and classrooms, and offers concrete recommendations to guide practice. Book Features: Offers advice from experienced educators who have learned to successfully navigate the constraints of high-stakes testing and standards-based mandates. Shares and analyzes curricular and pedagogical approaches to teaching the Common Core, including lesson plans teachers can use in their own classrooms. Examines a range of philosophical and political stances that teachers might take as they navigate the unique demands of teaching for social justice in their own context. Has a companion website with additional information about the teachers in the book, copies of their complete letters, and more: www.socialstudiesforsocialjustice.com
Author Bio
Ruchi Agarwal-Rangnath is an adjunct professor at San Francisco State University and vice president of the National Association of Multicultural Education, California chapter. She is the author of Social Studies, Literacy, and Social Justice in the Common Core Classroom: A Guide for Teachers. Alison G. Dover is an assistant professor of secondary education in the Department of Educational Inquiry and Curriculum Studies at Northeastern Illinois University. Nick Henning is an associate professor in the Department of Secondary Education at California State University, Fullerton.