Foreword / Carla Shalaby -- Acknowledgments -- 1. Reframing School Learning -- Teaching for a Living Democracy -- Changing the Grammar of Schooling -- My Teaching Context and Background -- Agency and Possibility -- 2. Designing Curriculum for Deeper Learning -- Immigration Oral History Projects -- Advanced Essay Process -- Modern Day de Tocquevilles – Coda -- 3. Elevating Student Voices and Truths -- Acknowledging and Honoring Students’ Realities -- Bulding Cohesive Classroom Communities -- Making Learning Complex and Real -- Prioritizing Student Voices, Decentralizing the Classroom – Coda -- 4. Envisioning New Roles for Teachers -- Reframing Teacher Voice -- Teachers as Facilitators -- Teachers as Lead Collaborators -- Teachers as Consultants and Scholars – Coda -- 5. Decolonizing School -- Insights from Aotearoa, New Zealand -- Biculturalism and Creating Space in Schools -- The Re-PLACE-ing Project -- Our Philadelphia, Our America – Coda -- 6. Engaging Multiple Realities of Teaching for a Living Democracy -- Art in the Open -- The Messy Process of Creation -- Navigating Intolerance -- Engaging Issues of the World – Coda -- Epilogue: For Teachers -- Appendix: Additional Classroom Resources
Summary:
"This book shares a vision of project-based learning that is rooted in systemic understandings of social change and provides a pragmatic framework and tools for teachers to develop their practice in creative and sustaining ways. It demonstrates how to support different learners to produce intellectually rigorous and creative work by centering students' lives and experiences and offers the realistic perspective of a teacher working in an urban public high school. The text includes many classroom scenes and examples of curriculum design strategies"-- Provided by publisher.
This resource is supported by the Institute of Museum and Library Services under the provisions of the Library Services and Technology Act as administered by State Library of Iowa.