商品簡介
To help teacher candidates consider what they want to teach students to read, write, and think, and how this will shape their community, this ethnography relates the story of an educator in a urban public charter school kindergarten classroom that is devoted to democratic, transformative pedagogy that aims to expand student's exposure to ideas other than the dominant ideology and culture. It describes one teacher's pedagogical practices through his responses to emergent student talk and behaviors and his planned curriculum. His strategies are viewed as manifestations of spontaneous responses to classroom dialogue (dynamic dialogicality) and how and what he chose to teach (designed dialogicality), ideas based on Mikhail Bakhtin's concept of dialogue as ideologically positioned. Annotation c2014 Ringgold, Inc., Portland, OR (protoview.com)
作者簡介
Gerri August (PhD in education, University of Rhode Island and Rhode Island College) is Assistant Professor of Educational Studies and the Director of the M.Ed. program at Rhode Island College. She is the co-author of Safe Spaces: Making Schools and Communities Welcoming to LGBT Youth.
