Mike P. Cook – författare

Drawing on interview and observation data of five ELA teacher educators, this book highlights the ways teacher educators make activism part of their preparation of future teachers and provides snapshots of four themes-centering students, framing courses, explicit assignments, and self-care and navigating political contexts.The book shines a light on both how teacher educators enact activism and the ways they talk about their work. The audience for this book includes ELA teacher educators, as well as teacher education more broadly, pre-service and in-service teachers, and others interested in exploring activism in education. Given our current socio-political context, specifically the onslaught of legislative efforts to prohibit equity-focused education and any discussions of the complicated and harmful history of the U.S., many educators need support in deciding how and where to incorporate activism into their teaching. Such efforts require careful negotiation of contexts and legislative and other parameters. By providing readers specific examples from educators who implement activism, including the ways they involve their students in activist endeavors, the book offers empirically based examples of activist teaching, reminds others that they are not alone in doing this work, and explores ways to frame and implement activist teaching practices.This is an excellent resource for teacher educators who want to incorporate activism into their work. It is particularly beneficial for ELA teacher educators in both pre-service teacher and graduate courses, as well as teacher education courses that focus on critical literacy, critical pedagogy, civic engagement, equity, and diversity.

Drawing on interview and observation data of five ELA teacher educators, this book highlights the ways teacher educators make activism part of their preparation of future teachers and provides snapshots of four themes-centering students, framing courses, explicit assignments, and self-care and navigating political contexts.The book shines a light on both how teacher educators enact activism and the ways they talk about their work. The audience for this book includes ELA teacher educators, as well as teacher education more broadly, pre-service and in-service teachers, and others interested in exploring activism in education. Given our current socio-political context, specifically the onslaught of legislative efforts to prohibit equity-focused education and any discussions of the complicated and harmful history of the U.S., many educators need support in deciding how and where to incorporate activism into their teaching. Such efforts require careful negotiation of contexts and legislative and other parameters. By providing readers specific examples from educators who implement activism, including the ways they involve their students in activist endeavors, the book offers empirically based examples of activist teaching, reminds others that they are not alone in doing this work, and explores ways to frame and implement activist teaching practices.This is an excellent resource for teacher educators who want to incorporate activism into their work. It is particularly beneficial for ELA teacher educators in both pre-service teacher and graduate courses, as well as teacher education courses that focus on critical literacy, critical pedagogy, civic engagement, equity, and diversity.

Drawing on interview and observation data of five ELA teacher educators, this book highlights the ways teacher educators make activism part of their preparation of future teachers and provides snapshots of four themes—centering students, framing courses, explicit assignments, and self-care and navigating political contexts.The book shines a light on both how teacher educators enact activism and the ways they talk about their work. The audience for this book includes ELA teacher educators, as well as teacher education more broadly, pre-service and in-service teachers, and others interested in exploring activism in education. Given our current socio-political context, specifically the onslaught of legislative efforts to prohibit equity-focused education and any discussions of the complicated and harmful history of the U.S., many educators need support in deciding how and where to incorporate activism into their teaching. Such efforts require careful negotiation of contexts and legislative and other parameters. By providing readers specific examples from educators who implement activism, including the ways they involve their students in activist endeavors, the book offers empirically based examples of activist teaching, reminds others that they are not alone in doing this work, and explores ways to frame and implement activist teaching practices.This is an excellent resource for teacher educators who want to incorporate activism into their work. It is particularly beneficial for ELA teacher educators in both pre-service teacher and graduate courses, as well as teacher education courses that focus on critical literacy, critical pedagogy, civic engagement, equity, and diversity.

Drawing on interview and observation data of five ELA teacher educators, this book highlights the ways teacher educators make activism part of their preparation of future teachers and provides snapshots of four themes—centering students, framing courses, explicit assignments, and self-care and navigating political contexts.The book shines a light on both how teacher educators enact activism and the ways they talk about their work. The audience for this book includes ELA teacher educators, as well as teacher education more broadly, pre-service and in-service teachers, and others interested in exploring activism in education. Given our current socio-political context, specifically the onslaught of legislative efforts to prohibit equity-focused education and any discussions of the complicated and harmful history of the U.S., many educators need support in deciding how and where to incorporate activism into their teaching. Such efforts require careful negotiation of contexts and legislative and other parameters. By providing readers specific examples from educators who implement activism, including the ways they involve their students in activist endeavors, the book offers empirically based examples of activist teaching, reminds others that they are not alone in doing this work, and explores ways to frame and implement activist teaching practices.This is an excellent resource for teacher educators who want to incorporate activism into their work. It is particularly beneficial for ELA teacher educators in both pre-service teacher and graduate courses, as well as teacher education courses that focus on critical literacy, critical pedagogy, civic engagement, equity, and diversity.

Exploring Relationships and Connections to Others: Teaching Universal Themes through Young Adult Novels offers readers opportunities to explore the most common universal themes taught in secondary English Language Arts classrooms using contemporary young adult literature. Authors discuss adolescence and adolescent readers, young adult literature and its possibilities in the classroom, and ways to teach thematic analysis. The book provides context, traditional approaches to teaching, and examples of thematic explorations of each of the chosen themes. Chapters include developed teaching instructional units to study four universal themes: love and loss; friendship and betrayal; hate, its destructive consequences, and healing; and dreams and hope for tomorrow. Each instructional unit includes rationale, essential questions and objectives, calendar plans for up to five weeks, examples of introductory, reading and discussing, and enrichment activities and assessments. The activities target academic skills for ELA curricula and create safe spaces for exploring topics of relationships and connections to others, both of which are vital to adolescent growth and development. Each instructional chapter suggests a wide range of additional texts and resources for theme explorations.

Exploring Relationships and Connections to Others: Teaching Universal Themes through Young Adult Novels offers readers opportunities to explore the most common universal themes taught in secondary English Language Arts classrooms using contemporary young adult literature. Authors discuss adolescence and adolescent readers, young adult literature and its possibilities in the classroom, and ways to teach thematic analysis. The book provides context, traditional approaches to teaching, and examples of thematic explorations of each of the chosen themes. Chapters include developed teaching instructional units to study four universal themes: love and loss; friendship and betrayal; hate, its destructive consequences, and healing; and dreams and hope for tomorrow. Each instructional unit includes rationale, essential questions and objectives, calendar plans for up to five weeks, examples of introductory, reading and discussing, and enrichment activities and assessments. The activities target academic skills for ELA curricula and create safe spaces for exploring topics of relationships and connections to others, both of which are vital to adolescent growth and development. Each instructional chapter suggests a wide range of additional texts and resources for theme explorations.

This book offers readers opportunities to explore the most common universal themes taught in secondary English Language Arts classrooms using contemporary young adult literature. Authors discuss adolescence and adolescent readers, young adult literature and its possibilities in the classroom, and ways to teach thematic analysis. The book provides context, traditional approaches to teaching and examples of thematic explorations of each of the chosen themes. Chapters include developed teaching instructional units to study three universal themes: a journey of self-discovery; good vs. bad, right vs. wrong, and making difficult choices, and developing positive self-perception. Each instructional unit includes rationale, essential questions and objectives, calendar plans for up to six weeks, examples of introductory, reading and discussing, and enrichment activities and assessments. The activities target academic skills for ELA curricula and create safe spaces for exploring topics of identity struggles and personal growth complicated by social issues, all of which adolescents face today. Each instructional chapter suggests a wide range of additional texts and resources for theme explorations.

This book offers readers opportunities to explore the most common universal themes taught in secondary English Language Arts classrooms using contemporary young adult literature. Authors discuss adolescence and adolescent readers, young adult literature and its possibilities in the classroom, and ways to teach thematic analysis. The book provides context, traditional approaches to teaching and examples of thematic explorations of each of the chosen themes. Chapters include developed teaching instructional units to study three universal themes: a journey of self-discovery; good vs. bad, right vs. wrong, and making difficult choices, and developing positive self-perception. Each instructional unit includes rationale, essential questions and objectives, calendar plans for up to six weeks, examples of introductory, reading and discussing, and enrichment activities and assessments. The activities target academic skills for ELA curricula and create safe spaces for exploring topics of identity struggles and personal growth complicated by social issues, all of which adolescents face today. Each instructional chapter suggests a wide range of additional texts and resources for theme explorations.