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How Does the Work of Teaching Become the Work of Justice?
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How do we advance social justice through the professional preparation and continuing education of teachers? What capabilities are required for competent beginning teaching that enable teachers to contribute to a better world through their work with young people? In this forum organized by TeachingWorks, panelists will bring their perspectives to bear on these themes by focusing on three “high-leverage practices” of teaching identified by TeachingWorks: (1) building respectful relationships with young people, (2) leading a group discussion, and (3) implementing norms and routines for classroom discourse and work. Panelists include Deborah Loewenberg Ball, University of Michigan; Na’ilah Suad Nasir, University of California, Berkeley; Jason Kamras, District of Columbia Public Schools; and [more]
How do we advance social justice through the professional preparation and continuing education of teachers? What capabilities are required for competent beginning teaching that enable teachers to contribute to a better world through their work with young people? In this forum organized by TeachingWorks, panelists will bring their perspectives to bear on these themes by focusing on three “high-leverage practices” of teaching identified by TeachingWorks: (1) building respectful relationships with young people, (2) leading a group discussion, and (3) implementing norms and routines for classroom discourse and work. Panelists include Deborah Loewenberg Ball, University of Michigan; Na’ilah Suad Nasir, University of California, Berkeley; Jason Kamras, District of Columbia Public Schools; and Ernest Morrell, Teachers College, Columbia University. [less]
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