Change(D) Agents New Teachers of Color in Urban Schools

ISBN-10: 0807752185
ISBN-13: 9780807752180
Edition: 2011
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Description: This book examines both the promise and complexity of diversifying today's teaching profession. Drawing from a 5-year study of 21 new teachers of colour working in urban, hard-to-staff schools, this book uncovers a systemic paradox that the teachers  More...

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Book details

Copyright year: 2011
Publisher: Teachers College Press, Teachers College, Columbia University
Publication date: 5/27/2011
Binding: Paperback
Pages: 224
Size: 6.25" wide x 9.00" long x 0.50" tall
Weight: 0.682
Language: English

This book examines both the promise and complexity of diversifying today's teaching profession. Drawing from a 5-year study of 21 new teachers of colour working in urban, hard-to-staff schools, this book uncovers a systemic paradox that the teachers confront. They are committed to improving educational opportunities for students of colour by acting as role models, culturally/linguistically responsive teachers, and change agents. The teaching profession encouraged such commitments and some teachers acted with support from individual, organizational, and community-based sponsors. However, many of these new teachers work in schools that are culturally subtractive and have restrictive accountability policies that challenge their ability to perform cultural/professional roles to which they are committed. Many teachers internalize the contradiction, resulting in their becoming changed agents within the educational system they sought to change. This book is essential reading for educators, leaders, and policymakers.

Foreword
Acknowledgments
The Promise and Challenge of Diversifying the Teaching Profession
Carmen's Tale
Demographic and Democratic Imperatives
About This Book
Authors' Perspectives
The Chapters Ahead
Examining the Cultural/Professional Roles and Socialization of New Teachers of Color
Definitional Issues
Cultural/Professional Roles and Socialization of New Teachers of Color: A Framework
Overview of the Study That Informs This Book
Meet the Teachers: Their Backgrounds and Commitments
Teacher Demographics
Complicating Identifications
Cultural/Professional Commitments
Teacher Background Influences on Cultural/Professional Commitments
Gabriel's and Tanya's Commitments and Background Influences
The Cultural/Professional Commitments of Teachers of Color: The Potential Burden of Virtue
Where Do the Teachers Go and Why?
The Schools Where Teachers Taught
Turnover and Retention Patterns and Influences
Implications of National Patterns of Retention and Turnover of Teachers of Color
Subtractive or Additive Schooling of New Teachers of Color: The Impact of Organizational Contexts on Cultural/Professional Roles
Influences on Cultural/Professional Roles
The Cases of Inez and Alejandra
Making Sense of the Cases: Subtractive and Additive Schooling
Conclusions
New Teachers of Color and Culturally Responsive Teaching in an Era of Educational Accountability
Responses to Accountability Policies: Unintended Consequences
New Teachers of Color: Culturally Responsive Teaching in the Context of Accountability
Conclusions
Change(d) Agents: New Teachers of Color in a Double Bind
A Double Bind
Change Agents and Change(d) Agents
Supporting New Teachers of Color: A Call to Collective Action
Lessons Learned
A Call to Collective Action
Methodological Appendix
Notes
References
Index
About the Authors

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