Title “We’ve Been Doing It Your Way Long Enough”
Subtitle Choosing the Culturally Relevant Classroom
Author Janice Baines, Carmen Tisdale, Susi Long
ISBN 9780807757178
List price USD 24.95
Price outside India Available on Request
Original price
Binding Paperback
No of pages 168
Book size 153 x 229 mm
Publishing year 2018
Original publisher Teachers College Press (Eurospan Group)
Published in India by .
Exclusive distributors Viva Books Private Limited
Sales territory India, Sri Lanka, Bangladesh, Pakistan, Nepal, .
Status New Arrival
About the book Send Enquiry
  
 

Reviews:

“ The authors of “We’ve Been Doing It Your Way Long Enough”: Choosing the Culturally Relevant Classroom present culturally relevant pedagogy as an alternative to traditional approaches that have not sufficiently improved academic achievement and educational outcomes.”

TC Record

 

“Being ‘on the right side of change’ means embodying and speaking up for justice, equity, and cultural relevancy. It is a matter of life and death, liberation and transformation, care and love for the lives of People of Color whose very histories, heritages, and literacies, families and communities, are Othered and dehumanized by systems that privilege Whiteness. Teachers of every child must acknowledge that ‘we’ve been doing it your way long enough’— this is the brilliance of the book and the work that lies ahead for all who commit to choosing the culturally relevant classroom.”

Valerie Kinloch, dean, University of Pittsburgh School of Education

 

“Baines, Tisdale, and Long capture our hearts by capturing the heart of culturally relevant teaching. In so doing, readers come to understand how and why #BlackLivesMatter in every elementary classroom and the importance of drawing on the cultural wealth of Black children in the teaching of all students. It is impossible to read this book and return to the same old pedagogies and practices. It compels critically conscious educators to say, “We have been doing it your way long enough, we choose the culturally relevant classroom.”

Nathaniel Bryan, Miami University, Oxford OH

 

“An engaging demonstration of how to create and normalize restorative, energizing, humane, and culturally relevant classrooms for children and for educators. This volume seamlessly embeds guidance for creating liberating pedagogical practices in order to transform schools for all students and teachers.”

Gloria Boutte, University of South Carolina

 

“Baines, Tisdale, and Long teach us to not only have conscience and act on it, but to engage in culturally relevant teaching in ways that are doable and necessary. I thank them for their art of protest.

Shashray McCormack, elementary school teacher, Louisville KY”

 

“If you endeavor to more deeply understand what it takes to transform classrooms into culturally relevant, responsive, and sustainable spaces, this is the book to read. It is for anyone who is fed up with inequitable policies and practices. It is a call to action to make pedagogical shifts that truly honor and build on the many cultural strengths of students and communities.”

H. Richard Milner IV, Helen Faison Professor of Urban Education, University of Pittsburgh

 

“This book lays a strong theoretical and pedagogical foundation for the importance of culturally relevant teaching. It provides vivid examples of how to engage students in learning activities that honor and celebrate their lives. The voices of scholars, practitioners, community members, and students are brilliantly woven throughout and will charge all stakeholders to better serve our students.”

Kamania Wynter-Hoyte, University of South Carolina


Description:

Filled with day-to-day literacy practices, this book will help elementary school teachers understand their role in dismantling the imbalance of privilege in literacy education. Chapters take readers into classrooms where they will see, hear, and feel decolonizing and humanizing culturally relevant pedagogies as students learn literacy and a critical stance through musical literacies, oral histories, heritage lessons, and building a critical consciousness. The authors also share strategies to help teachers examine their own educational spaces, start the school year in culturally relevant ways, build reciprocal relationships with families and communities, and teach within standards and testing mandates while challenging unjust systems. Practices are brought to life through students, families, and community members who voice the realities of pedagogical privilege and oppression and urge educators to take action for change.

Book Features:

  • Classroom practices that build literacy proficiency and a critical consciousness while re-centering omitted, distorted, and marginalized histories and heritage.
  • A strong foundation and rationale for why decolonizing and humanizing culturally relevant pedagogies are necessary.
  • Strategies to help teachers and schools engage in self-examination and take action for change.
  • Strategies for nurturing mutually respectful relationships with families and community members as teachers affirm and learn from their wisdom.
  • Culturally relevant teaching grounded in the ethics of African cultural practice with an emphasis on its value for every student.
  • Lists of children’s books, professional books, and websites to support the practices described throughout the book.


Contents:

Acknowledgments

Preface: A Letter to Educators

Introduction: Knowing Us • Janice • Carmen •  Susi •  Invitation to Read Further

Chapter 1. Choosing Culturally Relevant Pedagogy • Choosing and Defining Culturally Relevant Pedagogy • Why Does This Book Matter for All Teachers? • “Nobody’s Free Until We’re All Free”

Chapter 2. “Good Love”: Knowing Self, Knowing Families, Knowing Histories • Knowing Self • Knowing Families • Knowing Histories • “America Owes Itself”

Chapter 3. Starting the Year in Culturally Relevant Ways • Setting Up the Classroom • The First Weeks of School • “Tomorrow’s Promise”

Chapter 4. Musical Literacies in the Culturally Relevant Classroom • Musical Literacies and Histories in Carmen’s Classroom • Drums, Swag, Our Brothas, Our Hearts: Janice’s Scholars Connecting Through Music • Continuing to Grow • “Music Helps Us Say, “We Are All in This Together”

Chapter 5. Oral Histories: Preserving Community Stories • Collecting Histories • Turning Oral Histories into Written History • Impact: “The Children Are Me” • Continuing to Grow • “I Am Because We Are”

Chapter 6. Re-Membering History: Links to Africa and Literacy • Initiating Our Learning As Teachers • Re-Membering in Sierra Leonne • Using Our Re-Membering to Teach • Continuing to Grow • “I Could See the Difference in Her Face and Eyes”

Chapter 7. Developing a Critical Consciousness: Silence Says “I’m Fine with the Way Things Are” • Direct, Daily, Focused • Making the Commitment • Lessons to Build a Critical Consciousness • Developing a Critical Consciousness Through Spontaneous Classroom Talk • “Why Is It Not Like Breathing?”

Chapter 8. Culturally Relevant Teaching as the Pedagogical Norm • Challenges • Strategies for Action • “No More Comfortable Silence”

References

Index

About the Authors


About the Authors:

Janice Baines has 10 years of experience in early childhood education teaching preschool, kindergarten, first, and second grades as well as working in and developing afterschool and summer programs, as a Reading Interventionist, a research assistant, and supervisor of student teachers. She received her bachelor’s degree in Early Childhood Education from Benedict College in Columbia. SC and her master’s degree in Curriculum and Instruction from the University of Wisconsin-Milwaukee. She is a past Trustee of the National Council of Teachers of English (NCTE) Research Foundation and a recipient of NCTE’s Early Career Educator of Color Leadership Award. She is the coauthor of articles focusing on culturally relevant teaching and her teaching was featured in Mariana Souto-Manning’s Multicultural Teaching in the Early Childhood Classroom and Susi Long’s Supporting Students in a Time of Core Standards. She has been involved with many professional memberships and as a presenter at numerous national and local education conferences.

Carmen Tisdale has 15 years of teaching experience in kindergarten. first, second, and third grades and as a Reading Interventionist. She received her master’s degree in Early Childhood Education from the University of South Carolina. She has been honored as Teacher of the Year in her school and named as one of the five finalists for district Teacher of the Year. Her professional involvement includes serving as the Elementary Representative-at-Large on the Executive Committee of the National Council of Teachers of English (NCTE) and on the Governing Board for NCTE’s Professional Dyads and Culturally Relevant Teaching project. She is coauthor of several articles focusing on culturally relevant teaching and coresearched and coauthored the book Tensions and Triumphs in the Early Years of Teaching. focusing on barriers and support in the lives of new teachers. Her teaching has been featured In Sonia Nitto’s Finding Joy in Teaching Students of Diverse Backgrounds and in Susi Long’s Supporting Students In a Time of Core Standards

Susi Long is a past elementary school teacher and currently a Professor In the Department of Instruction and Teacher Education at the University of South Carolina. Her research, teaching, and inservice professional development focuses on culturally relevant, humanizing, and decolonizing pedagogies in early childhood, elementary, and preservice teacher education. Her books, written with teachers and university colleagues, include Tensions and Triumphs in the Early Years of Teaching Supporting Students in a Time of Core Standards, Many Pathways to Literacy, and Courageous Leadership in Lady Childhood Education. Susi teaches courses in literacy methods, culturally relevant pedagogies, linguistic pluralism, family-school dynamics. and critical qualitative research methods. She is past Chair of the Board of Trustees of the National Council of Teachers of English (NCTE) Research Foundation and cofounded NCTE’s Early Childhood Education Assembly (ECEA) and the ECEAs Professional Dyads and Culturally Relevant Teaching project; she has held other NCTE leadership roles. She is the 2013 recipient of the NCTE Early Childhood Education Assembly’s Early Literacy Educator of the Year award and started her career as NCTE’s 1997 Promising Researcher.


Target Audience:

This book lays a strong theoretical and pedagogical foundation for the importance of culturally relevant teaching. This book will help elementary school teachers tackle the imbalance of privilege in literacy education

 

 
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