Beyond the Classroom Walls: Ethnographic Inquiry as Pedagogy

Overview

How can teacher educators ensure that future teachers have face-to-face, meaningful contact with the children they will serve? What are the best ways to prepare preservice teachers to confront marginalization and alienation in education? Beyond the Classroom Walls tackles these long-standing problems in teacher education, and provides a reality check for individuals who have little awareness of the communities in which they will work. June A. Gordon integrates ethnographic research with teacher education ...
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Beyond the Classroom Walls: Ethnographic Inquiry as Pedagogy

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Overview

How can teacher educators ensure that future teachers have face-to-face, meaningful contact with the children they will serve? What are the best ways to prepare preservice teachers to confront marginalization and alienation in education? Beyond the Classroom Walls tackles these long-standing problems in teacher education, and provides a reality check for individuals who have little awareness of the communities in which they will work. June A. Gordon integrates ethnographic research with teacher education strategies, with the aim of preparing teachers to work with urban and poor youth in K-12 classrooms, higher education, alternative education programs, and social service agencies. In a wide variety of case studies, Gordon provides insight into how teacher educators in diverse settings can engage teachers -- be they preservice or veterans -- in the process of discovering the complexity of their students' and their own lives.
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Editorial Reviews

Joe R. Feagin
Working again off the beaten track, June Gordon shows how ethnographic methods are effective not only for research but also for pedagogy on class and race issues. Reviewing insightful examples of ethnography for educational purposes, Gordon offers keen guidelines on doing transformative research, generating dialogues between researcher and researched, reconnecting students with communities, and informing students early about the hard realities of the teaching worlds. Researching, learning, and teaching are closely linked in Gordon's innovative approach.
John I. Goodlad
The theoretical underpinnings of June Gordon's contribution to pedagogy have been around for a long time but have penetrated practice very little. Her unique contribution is in fusing theory and practice and illustrating that fusion in a range of contexts. It is a pleasure to have a silent conversation with an author who has command of both her material and the language of communicating it.
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Product Details

  • ISBN-13: 9780415934947
  • Publisher: Taylor & Francis
  • Publication date: 9/13/2002
  • Pages: 168
  • Product dimensions: 6.00 (w) x 9.00 (h) x 0.35 (d)

Meet the Author

June A. Gordon is Assistant Professor of Education at the University of California, Santa Cruz. She is the author of The Color of Teaching (RoutledgeFalmer, 2000)

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Table of Contents

Acknowledgments
Introduction
Ch. 1 Students Reengaging Their Home Communities 1
Ch. 2 Immigrants and Education: Dialogic Inquiry as Pedagogy 23
Ch. 3 Future Teachers Assist in Urban, Low-Income, Multicultural Classrooms 41
Ch. 4 "Masks of Normality": Teacher Training on a Military Base 51
Ch. 5 Confronting the Larger Community of Helping Professionals 63
Ch. 6 Home Visits 71
Ch. 7 Deconstructing Youth At Risk 85
Ch. 8 Adult Educators Inquire into Workplace Stress 99
Ch. 9 First Quarter Attrition: Community College Staff and Faculty Ask Why 117
Afterword 129
References 133
Index 141
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