Culture and Teaching

Culture and Teaching

Culture and Teaching

Culture and Teaching

Synopsis

This is the second volume in the "Reflective Teaching and the Social Conditions of Schooling" series. Reflection in the area of culture and teaching necessarily takes teachers on both an introspective journey and an examination of the social conditions of schooling. There is a need to know not only what they believe but also what schools do. It has long been charged that our educational system privileges some and disenfranchises others. Schools are not the equitable institutions that one would hope them to be--a feature of schooling and one that deserves a great deal more attention. This work facilitates an examination of its readers' own beliefs, acquaints them with the sentiments and arguments of others, and encourages them to look further into the social conditions of schooling.

Excerpt

Whereas many readers rarely read introductory material, we hope you will continue. The success of this book depends, in large part, on how you use it. In what follows we outline some of our key assumptions and we suggest ways for approaching the material in each book of this series entitled, "Reflective Teaching and the Social Conditions of School." First we identify some of our reasons for creating this series. We then relate a bit about our dissatisfaction with how teacher education is usually conducted and how it can be changed. Finally we outline suggestions for ways to best utilize the material in this and subsequent texts.

About 4 years ago we were asked to develop further the ideas outlined in our book Teacher Education and the Social Conditions of Schooling (Liston & Zeichner, 1991). It was suggested that we take our basic approach to teacher reflection and our ideas about teacher education curricula and put them into practice. The proposal was attractive and the subsequent endeavor proved to be very challenging. It never seems easy to translate educational "shoulds" and possibilities into schooling "cans" and realities. But we think (and we hope) we have made progress in that effort by designing a series of books intended to help prospective, beginning, and experienced teachers to reflect on their profession, their teaching, and their experiences. We are pleased and delighted to have the opportunity to share this work with you. We hope you will find these texts to be engaging and useful.

We are two university teacher educators, both former elementary teachers, who have worked in inner-city, small town, and suburban elementary and middle schools. We are committed to public schools as democratic . . .

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