estsellers - Teachers College Press

Bridging Literacy
and Equity
The Essential Guide to
Social Equity Teaching
Althier M. Lazar is professor of teacher
education at Saint Joseph’s University in
Philadelphia, Pennsylvania; Patricia A. Edwards
is Distinguished Professor of Language and Literacy
in the Department of Teacher Education, a principal
investigator, Literacy Achievement Research
Center, and a Senior University Outreach Fellow
at Michigan State University; Gwendolyn
Thompson McMillon is associate
New
Edition
NEW
professor of literacy in the Department of
Reading and Language Arts at Oakland
University in Rochester, Michigan.
Foreword by Geneva Gay
“The authors place literacy and equity within
the context of each other, and in so doing resolve
a common dilemma of many classroom teachers....
Individuals already involved in the classroom
and others preparing to become teachers
who are genuinely committed to high quality education
for all children will find Bridging Literacy
and Equity a welcomed and empowering call to
action.”
—From the Foreword by Geneva Gay
Bridging Literacy and Equity synthesizes the
essential research and practice of social equity
literacy teaching in one succinct, user-friendly
volume.
Extraordinary K–12 teachers show us what
social equity literacy teaching looks like and
how it advances children’s achievement.
Chapters identify six key dimensions of social
equity teaching that can help teachers see their
students’ potential and create conditions that
will support their literacy development. Serving
students well depends on understanding relationships
between race, class, culture, and literacy;
the complexity and significance of culture;
and the culturally situated nature of literacy. It
also requires knowledge of culturally responsive
practices, such as collaborating with
and learning from caregivers, using cultural
referents, enacting critical and transformative
literacy practices, and seeing the capacities of
English Language Learners and children who
speak African American Language.
Each chapter includes a “Reflection and
Inquiry” section with exercises to help readers
relate chapter concepts and issues to their
own teaching practices.
Audience: Teacher educators, teachers, reading
specialists, literacy coaches, principals, and
professional developers; courses in language and
literacy, reading methods, diversity, multicultural
education, student teaching, sociology of
education.
2012/160 pp./PB, $29.95/5347-7/HC, $68/5348-4
Language and Literacy Series
Best
Seller
Also by Patricia Edwards: See Author Index
Professors:
To request exam copies of any
book in this catalog, visit us at:
www.tcpress.com/form1.html
Crossing Boundaries—
Teaching and Learning
with Urban Youth
Valerie Kinloch is associate professor in literacy
studies at The Ohio State University.
New
Edition
NEW
Foreword by Shirley Brice Heath
“This is a book of stories
told by adolescents and
adults about teaching
and learning.... Puzzlement,
wonder, curiosity,
disruption, and distress
mark the emotions of all
the storytellers here.”
—From the Foreword
by Shirley Brice
Heath, Stanford
University
“Crossing Boundaries
is a must-read for anyone interested in improving
the academic achievements and enhancing the
literacy practices of marginalized students.”
—Beverly Moss, The Ohio State University
“This book will shake the ‘common’ and reshape
the ‘knowledge’ we have about the passion and
potential of students in urban schools.”
—JoBeth Allen, University of Georgia
In her new book, Valerie Kinloch, award-winning
author of Harlem on Our Minds, sheds light
on the ways urban youth engage in “meaningmaking”
experiences as a way to assert critical,
creative, and highly sophisticated perspectives
on teaching, learning, and survival.
Kinloch rejects deficit models that have
traditionally defined the literacy abilities of
students of color, especially African American
and Latino/a youth. In contrast, she “crosses
boundaries” to listen to the voices of students
attending high school in New York City’s
Harlem community.
In Crossing Boundaries, Kinloch uses a critical
teacher-researcher lens to propose new directions
for youth literacies and achievements.
The text features examples of classroom
engagements, student writings and presentations,
discussions of texts and current events,
and conversations on skills, process, achievement,
and underachievement.
Audience: Teachers, teacher educators, professional
developers, and researchers; courses in
adolescent literacies, English methods, popular
culture and literacy, media literacy, new literacies,
communications, rhetoric and composition, urban
education, African-American studies, and community
studies
2012/168 pp./PB, $27.95/5294-4/HC, $60/5295-1
The Teaching for Social Justice Series
Best
Seller
Also by Valerie Kinloch: See Author Index
Teaching for the Students
Habits of Heart, Mind, and Practice
in the Engaged Classroom
Bob Fecho, professor, Language and Literacy
Education Department, University of Georgia in
Athens, Georgia
Foreword by Deborah Appleman
“In this age of unparalleled
accountability, our
students seem to get
lost in the shuffle of
standards-driven curricula
and other external
factors.... Have we forgotten
what authentic
teaching and learning
look and sound like Bob
Fecho hasn’t, and this
beautiful and thoughtprovoking
book is proof.”
—From the Foreword by
Deborah Appleman, Carleton College
“A stunning memoir and vision for dialogical teaching
as it has been and as it could be. An elegant
writer and a gifted educator, Bob Fecho offers CPR
to teachers caught in the madness of national
testing regimes.”
—Michelle Fine, The Graduate Center,
City University of New York
“A lively, compassionate, and enlightening book.
Through wise advice and numerous examples, and
in what he defines as a ‘how-to-imagine book’
rather than a ‘how-to book,’ the author guides
teachers in creating classrooms that connect the
best theory with the most thoughtful practice.”
—Sonia Nieto,
University of Massachusetts, Amherst
In this follow-up to his popular book, “Is This
English,” Bob Fecho explores dialogic teaching—what
it is and how teachers can move
toward more reflective teaching practices.
Fecho provides a framework to help teachers
develop the necessary focuses, perceptions,
and intellectual habits that will result in an
ever-enriching dialogue with their practice.
Chapters like “Using the Difficulty” consider
how an obstacle in the classroom can become
a teachable moment, and “Wobble” asks
teachers to be alert to when their beliefs are
challenged by students and colleagues—and
what can be learned in the balancing act.
With anecdotes and scenarios from the
author’s own experience teaching adolescents
and preservice teachers, this engaging book
will resonate with educators busy with today’s
overcrowded curriculums.
Audience: Pre- and inservice teachers; courses
in teacher education, English education, adolescent
literacy, literacy methods, critical pedagogy,
philosophy of education, and professional
development.
2011/144 pp./PB, $21.95/5244-9
A joint publication with NWP (National Writing Project)
New
Edition
NEW
Best
Seller
Also by Bob Fecho: See Author Index
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Language and Literacy
to order: 800.575.6566 or www.tcpress.com
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