Christine Montecillo Leider – författare

This accessible book introduces a new theory of critical disciplinary literacy (CDL) that merges criticality and disciplinary literacy approaches in a cohesive and inclusive framework. There are unique hurdles in integrating critical and culturally sustaining approaches to literacy into specialized content area classrooms, but this book provides clear, research-grounded strategies and methods that will appeal to teachers and help them foster equitable literacy learning opportunities for all students. Using a critical lens, chapters deconstruct and reconstruct pathways for new practices that push back on familiar, normative literacy approaches in the disciplines. Authors provide a framework for designing new approaches to disciplinary literacy both for and with students, and they present innovative and practical strategies for implementation. With real-world examples from the field, this book will be essential reading for preservice teachers and in courses on literacy and disciplinary instruction.With vignettes and classroom examples from educators who have been enacting elements of CDL practices for years, this book will be essential reading for preservice educators in courses on both literacy and content instruction. Furthermore, current and seasoned educators and educational leaders will find this book to be an invaluable resource as they wrestle with how to teach disciplinary literacy in ways that move away from approaches that have historically marginalized many voices to approaches that include and center students’ languages, histories, and cultures.

This accessible book introduces a new theory of critical disciplinary literacy (CDL) that merges criticality and disciplinary literacy approaches in a cohesive and inclusive framework. There are unique hurdles in integrating critical and culturally sustaining approaches to literacy into specialized content area classrooms, but this book provides clear, research-grounded strategies and methods that will appeal to teachers and help them foster equitable literacy learning opportunities for all students. Using a critical lens, chapters deconstruct and reconstruct pathways for new practices that push back on familiar, normative literacy approaches in the disciplines. Authors provide a framework for designing new approaches to disciplinary literacy both for and with students, and they present innovative and practical strategies for implementation. With real-world examples from the field, this book will be essential reading for preservice teachers and in courses on literacy and disciplinary instruction.With vignettes and classroom examples from educators who have been enacting elements of CDL practices for years, this book will be essential reading for preservice educators in courses on both literacy and content instruction. Furthermore, current and seasoned educators and educational leaders will find this book to be an invaluable resource as they wrestle with how to teach disciplinary literacy in ways that move away from approaches that have historically marginalized many voices to approaches that include and center students’ languages, histories, and cultures.

Preparing Antiracist Teachers: Fostering Antiracism and Equity in Teacher Preparation examines multiple strategies and theories for developing antiracist attitudes and actions in teachers and teacher candidates. This textbook uses critical consciousness as a framework to help practitioners and scholars to facilitate the process of doing antiracist work.The book is divided into three sections, with Part 1 focusing on critical reflection, which refers to a social analysis and moral rejection of societal inequities, such as social, economic, racial/ethnic, and gender inequities, that constrain well-being and human agency. It shows that those who are critically reflective view social problems and inequalities in systemic terms and are therefore better able to address them. Part 2 examines sociopolitical efficacy, which refers to the perceived capacity to effect social and political change by individual and/or collective activism. Part 3 centers on critical action, that is, individual or collective action taken to change aspects of society, such as institutional policies and practices, that are perceived to be unjust. This is a broad view of activism that can include participation in activities such as voting, community organizing, and peaceful protests.Showcasing both USA-based and international case studies, Preparing Antiracist Teachers will support teacher educators in their work by presenting nuanced and important means of teacher education for antiracism and critical consciousness. It will also benefit those studying related courses, including Teacher Education, Social Justice Education, and Multicultural Education.

Preparing Antiracist Teachers: Fostering Antiracism and Equity in Teacher Preparation examines multiple strategies and theories for developing antiracist attitudes and actions in teachers and teacher candidates. This textbook uses critical consciousness as a framework to help practitioners and scholars to facilitate the process of doing antiracist work.The book is divided into three sections, with Part 1 focusing on critical reflection, which refers to a social analysis and moral rejection of societal inequities, such as social, economic, racial/ethnic, and gender inequities, that constrain well-being and human agency. It shows that those who are critically reflective view social problems and inequalities in systemic terms and are therefore better able to address them. Part 2 examines sociopolitical efficacy, which refers to the perceived capacity to effect social and political change by individual and/or collective activism. Part 3 centers on critical action, that is, individual or collective action taken to change aspects of society, such as institutional policies and practices, that are perceived to be unjust. This is a broad view of activism that can include participation in activities such as voting, community organizing, and peaceful protests.Showcasing both USA-based and international case studies, Preparing Antiracist Teachers will support teacher educators in their work by presenting nuanced and important means of teacher education for antiracism and critical consciousness. It will also benefit those studying related courses, including Teacher Education, Social Justice Education, and Multicultural Education.

An exploration of how criticality can be developed among language teachers. This book is designed for teacher educators who are preparing teachers to work in a variety of global language education settings including pre-kindergarten through 12 bilingual classrooms and Sheltered English Immersion (SEI), as well as adult and community TESOL courses. Through vignettes that highlight their own journey as critical teacher educators, Christine Montecillo Leider and Johanna M. Tigert provide insight into how they address various challenges of language teacher education, including a banking model approach to language education and the need to de-center both the English language and American approach to language education.Each chapter offers a variety of reflective activities that both early career and veteran teacher educators can use to enhance their own development as critical teacher educators. Further, the authors provide a roadmap for how these reflective activities can be adopted to foster criticality among language teachers. Grounded in critical pedagogy and critical friendship, this book translates critical theory to praxis, providing a guide for teacher educators who seek to transform their approach to teacher education practice.