1st Edition
Critical Approaches for Teacher Residencies Dreaming New Ways Forward in School, University, and Community Entanglements
Section 1: The Critical Turn in Teacher Residency Work Introduction: The “Critical” Turn in Teacher Residencies 1. Freedom Dreaming: An Abolitionist Teacher Residency 2. Enacting CritPartnership: Centering Criticality in a Teacher Residency Program 3. Radical Residencies for Anthropogenic Times 4. Curriculum Theorizing, Thirdspace, and the Critical Turn of Teacher Residency Programs Section 2: Residency Models – People, Process, and Purpose 5. Three Approaches to Teacher Residencies: A Critical Turn? 6. One City One Goal: The Origin, Intentions, and Impact of Community-Based Collaborations in Teacher Education 7. Building a Village: Examining the Transformative Potential of TVI Teacher Residency for Black Male Pre-Service Teachers 8. Mentorship, Advocacy, and Evaluation: Preparing Equitable, Antiracist, Antiableist, and Justice-Oriented Teachers and Transforming School Communities Section 3: Criticality, Community, and Connectivity 9. Connecting Community Through Critical Residency Work 10. Building an Equity Toolbox for Teaching Elementary Mathematics: Using Rubrics and Apps for Generative Disruption 11. “We Wanted to Be Brave”: Co-Creating Spaces for Multi-Directional Learning in a Teacher Residency 12. New-But-Old: Atlanta Streets Come A-Live Conclusion: The Critical Dimensions of Teacher Residency Work Appendix A: Questions for Consideration
Biography
Thomas Albright is Research Assistant Professor in the Department of Middle and Secondary Education at Georgia State University, USA.
Stephanie Behm Cross is Professor in the Department of Middle and Secondary Education at Georgia State University, USA.
Camea Davis is Director of Equitable Research Practice Partnerships at the Research Partnership for Professional Learning, USA.
“As teacher education programs often tinker toward social justice, this text demonstrates that community-anchored, collaboratively-designed and implemented residency programs stand to make a substantial contribution to the re-making of schools (and teacher education programs) as the liberatory spaces we’ve been dreaming they could/should be.”
-- Amanda Winkelsas, Director, UB Teacher Residency Program & Clinical Assistant Professor, Department of Learning & Instruction
“Critical Approaches for Teacher Residencies: Dreaming New Ways Forward in School, University, and Community Entanglements offers inspiration and hope for what is possible through examples of a variety of teacher residency programs rooted in communities.”
-- Kerry Kretchmar, Assistant Teaching Professor, University of Wisconsin-Madison
