5th Edition
Teaching to Change the World
Contents
List of Figures, Concept Tables, and Focal Points
Preface
Acknowledgments
Part I: Democracy, Diversity, and Inequity
1. The U.S. Schooling Dilemma: Diversity, Inequity, and Democratic Values
2. History and Culture: How Expanding Expectations and Powerful Ideologies Shape Schooling in the United States
3. Politics and Philosophy: The Struggle over the School Curriculum
4. Policy and Law: Rules That Schools Live By
Part II: The Practice of Teaching to Change the World
5. The Subject Matters: Constructing Knowledge Across the Content Areas
6. Instruction: Teaching and Learning Across the Content Areas
7. Assessment: Measuring What Matters
8. Classrooms as Communities: Developing Caring and Democratic Relationships
Part III: The Context of Teaching to Change the World
9. The School Culture: Where Good Teaching Makes Sense
10. School Structure: Sorting Students and Opportunities to Learn
11. The Community: Engaging with Families and Neighborhoods
12. Teaching to Change the World: A Profession and a Hopeful Struggle
Bibliography
Index
Biography
Jeannie Oakes is Presidential Professor (Emeritus) in Educational Equity at UCLA's Graduate School of Education and Information Studies and founding director of UCLA's Center X: Where Research and Practice Intersect for Urban School Professionals.
Martin Lipton is an education writer and consultant, a communications analyst at UCLA's Institute for Democracy, Education, and Access, and a former public high school teacher.
Lauren Anderson is an associate professor of education at Connecticut College and a former upper-elementary teacher.
Jamy Stillman is an associate professor of educational equity and cultural diversity at the University of Colorado Boulder and a former bilingual elementary teacher.
'Teaching to Change the World is the perfect text for new teachers. It is squarely realistic while also inviting; it is information-packed and at the same time engaging. Teaching to Change the World makes me think of jazz – it is multivocal, it highlights classroom improvisation, and it is bound together with a deep rhythm of equity, justice, research, and democracy.'
—Christine Sleeter, Professor Emerita California State University Monterey Bay
'It is rare to find a book that deals so elegantly with the historical, social, philosophical and legal foundations of schooling while also providing tangible strategies for developing exemplary curriculum and instruction and for connecting learning in schools to families, communities, and civic engagement. Oakes, Lipton, Anderson and Stillman’s thoughtful illumination of the "hopeful struggle" is ideal for teachers and school leaders who refuse to choose between their commitments to social justice and academic excellence.'
—Ernest Morrell, University of Notre Dame
