This is the third and final book in the series Transformative Pedagogies in Teacher Education. Like the first two books in the series it is geared towards practitioners in the field of teacher education. This third book focuses on transformative leadership in teacher education. In other words, the kind of leadership and practices that will be important and necessary to bring about the kind of changes that both teachers and students seek to improve educational outcomes for all students, but in particular Black, Indigenous and racialized students who have been traditionally underserved by the education system. Teacher leadership plays an important role in transformative educational change that challenges all forms of oppression and white supremacy. This book features chapters by a collection of scholars, teacher educators, researchers, teacher advocates and practitioners drawing on their research and experiences to explore critical issues in teacher education. The book will be useful to teacher educators working with teacher candidates in different contexts, experienced teachers and school leaders. Given demographic shifts and the need for educators to respond to growing diversity in schools, educators will find valuable strategies in Transformative Pedagogies in Teacher Education: Re-Imagining Transformative Leadership in Teacher Education they can employ in their own practice. In addition to valuable strategies, authors explore different approaches and perspectives critical in these changing and challenging times. Critical notions of education are posited from different perspectives and contexts. This book will be useful for teacher education programs, principal preparation programs, in-service teachers, school boards and districts engaging in ongoing professional development of teachers and school leaders.

This book calls for a different understanding of the professional preparation of pre-service teachers, critically reflecting on issues of caring and gender, and challenging the dominance of 'words only' educational research methodologies. Using conceptual tools from visual anthropology, cultural studies, feminism and critical pedagogy, Fischman focuses on the educational dilemmas that students and professors in teacher education programs face within institutions that reinforce, rather than challenge, oppressive class, racial, ethnic and gender dynamics. He pays special attention to the transmission of models of teaching that are invested of essential masculine and feminine patterns that potentially lead to two very distinctive professional careers: one that is associated with 'dedication' and 'care', and a second that emphasizes 'order' and 'command'.

A student's personal identity constantly changes as part of the lifelong human process to become someone who matters. Art educators in grades K-16 have a singular opportunity to guide important phases of this development. How can educators create a supportive space for young people to work through the personal and cultural factors influencing their journey? Laura Hetrick draws on articles from the archives of Visual Arts Research to approach the question. Juxtaposing the scholarship in new ways, she illuminates methods that allow educators to help students explore identity through artmaking; to reinforce identity in positive ways; and to enhance marginalized identities. A final section offers suggestions on how educators can use each essay to engage with students who are imagining, and reimagining, their identities in the classroom and beyond. Contributors: D. Ambush, M. S. Bae, J. C. Castro, K. Cosier, C. Faucher, K. Freedman, F. Hernandez, L. Hetrick, K. Jenkins, E. Katter, M. Lalonde, L. Lampela, D. Pariser, A. Pérez Miles, M., and K. Schuler. Laura Hetrick is an assistant professor of art education at the University of Illinois, Urbana-Champaign, and the coeditor of the journal Visual Arts Research.

This book offers an energizing Christian vision for the art of teaching. The authors — experienced teachers themselves — encourage teacher-readers to reanimate their work by imagining it differently. David Smith and Susan Felch, along with Barbara Carvill, Kurt Schaefer, Timothy Steele, and John Witvliet, creatively use three metaphors — journeys and pilgrimages, gardens and wilderness, buildings and walls — to illuminate a fresh vision of teaching and learning. Stretching beyond familiar clichés, they infuse these metaphors with rich biblical echoes and theological resonances that will inform and inspire Christian teachers everywhere.

Rick and William Ayers renew their challenge to teachers to teach initiative, to teach imagination, to “teach the taboo” in the new edition of this bestseller. Drawing from a lifetime of deep commitment to students, teaching, and social justice, the authors update their powerful critique of schooling and present classroom stories of everyday teachers grappling with many of today’s hotly debated issues. They invite educators to live a teaching life of questioning—to imagine classrooms where every established and received bit of wisdom, common sense, orthodoxy, and dogma is open for examination, interrogation, and rethinking. Teaching the Taboo, Second Edition is an insightful guide to effective pedagogy and essential reading for anyone looking to evolve as an educator. What’s new for the second edition of Teaching the Taboo! A deeper exploration of issues of white privilege and racism and war and peace. A more thorough examination of the problems with math and science education, including possible solutions. An expanded exploration of the importance of creative writing for validating individual and community experiences. A more thorough discussion of Freire’s work and comparison to the radical teaching projects of African American activists in the south during the Freedom Schools. An in-depth look at how students can be part of co-constructing historical narratives and analyses. An update on school struggles in Atlanta, Chicago, and Seattle. Praise for the first edition of Teaching the Taboo! “For those frustrated by the thrust of educational 'reform'…this book provides what can be described as both a challenge and a set of alternatives.” —Education Review “Drawing from a lifetime of deep thinking about education and courageous commitment to precious students, Rick and William Ayers have given us a marvelous book. Their devastating critique of the pervasive market models in education and their powerful defense of democratic forms of imagination in schools are so badly needed in our present-day crisis!” —Cornel West, Princeton University “Teaching the Taboo is provocative, challenging, funny in places, wild but sensible enough to be useful, inspiring, and practical for educators who are working to negate the educational madness that is infecting the schools.” —Herb Kohl, author of 36 Children and Painting Chinese Rick Ayers is a university instructor and founder of the Communication Arts and Sciences small school at Berkeley High School, and teaches at the University of San Francisco. William Ayers is a school reform activist and a Distinguished Professor of Education and Senior University Scholar at the University of Illinois at Chicago.

Young people learn most readily when their imaginations are engaged and teachers teach most successfully when they are able to see their subject matter from their pupils' point of view. It is, however, difficult to define imagination in practice and even more difficult to make full use of its potential. In this original and stimulating book, Kieran Egan, winner of the prestigous Grawemeyer award for education in 1991, discusses what imagination really means for children and young people in the middle years and what its place should be in the midst of the normal demands of classroom teaching and learning. Egan uses a bright and witty style to move from a brief history of the ways in which imagination has been regarded over the years, through a general discussion of the links between learning and imagination. A selection of sample lesson plans show teachers how they can encourage effective learning through stimulating pupils' imaginations in a variety of curriculum areas, including maths, science, social studies and language work.

The field of elementary social studies is a specific space that has historically been granted unequal value in the larger arena of social studies education and research. This reader stands out as a collection of approaches aimed specifically at teaching controversial issues in elementary social studies. This reader challenges social studies education (i.e., classrooms, teacher education programs, and research) to engage controversial issues--those topics that are politically, religiously, or are otherwise ideologically charged and make people, especially teachers, uncomfortable--in profound ways at the elementary level. This reader, meant for elementary educators, preservice teachers, and social studies teacher educators, offers an innovative vision from a new generation of social studies teacher educators and researchers fighting against the forces of neoliberalism and the marginalization of our field. The reader is organized into three sections: 1) pushing the boundaries of how the field talks about elementary social studies, 2) elementary social studies teacher education, and 3) elementary social studies teaching and learning. Individual chapters either A) conceptually unpack a specific controversial issue (e.g. Islamophobia, Indian Boarding Schools, LGBT issues in schools) and how that issue should be/is incorporated in an elementary social studies methods courses and classrooms or B) present research on elementary preservice teachers or how elementary teachers and students engage controversial issues. This reader unpacks specific controversial issues for elementary social studies for readers to gain critical content knowledge, teaching tips, lesson ideas, and recommended resources. Endorsement: (Re)Imagining Elementary Social Studies is a timely and powerful collection that offers the best of what social studies education could and should be. Grounded in a politics of social justice, this book should be used in all elementary social studies methods courses and schools in order to develop the kinds of teachers the world needs today. -- Wayne Au, Professor, University of Washington Bothell, Editor, Rethinking Schools