Table of Contents

Introduction by Jo Lampert and Bruce Burnett.- Preparing Teachers for Diversity and High-Poverty Schools: A Research-based Perspective By Marilyn Cochran-Smith and Ana Maria Villegas.- “American Hunger”: Challenging Epistemic Injustice through Collaborative Teacher Inquiry by Gerald Campano, María Paula Ghiso, Robert LeBlanc, and Lenny Sánchez.- Difficult Dialogues about Race and Poverty in Teacher Preparation by Tyrone C. Howard and Andrea Rodriguez-Scheel.- Teacher Education for High-Poverty Schools in Australia: The National Exceptional Teachers for Disadvantaged Schools Program by Bruce Burnett and Jo Lampert.- More Aboriginal and Torres Strait Islander Teachers for Australian High-Needs Schools by Kaye Price.- Teacher Professional Development in a Complex and Changing World: Lessons Learned From Model Teacher Education Programs in Transnational Contexts by Arnetha F. Ball.- You Teach Who You Are: The Experiences and Pedagogies of Literacy/English Teacher Educators Who Have a Critical Stance by Clare Kosnik, Pooja Dharamshi, Lydia Menna, Cathy Miyata, and Yiola Cleovoulou.- Poverty, Schooling, and Beginning Teachers Who Make a Difference: A Case Study From England by Joanna McIntyre and Pat Thomson.- Preparing Teachers for Social Justice in the Context of Education Policies that Deepen Class Segregation in Schools: The Case of Chile by Christine Sleeter, Carmen Montecinos, and Felipe Jiménez.- Literacy Teacher Research in High-Poverty Schools: Why it Matters by Barbara Comber and Annette Woods.- Teachers’ Work in High-Poverty Contexts: Curating Repertoires of Pedagogical Practice by Deb Hayes.- Learning to Teach in the Park: The York University Regent Park Initiative by Alison Griffith and Sherri Gilbert.- “Just Don’t Get Up There and ‘Dangerous Minds’ Us”: Taking an Inquiry Stance on Adolescents’ Literacy Practices in Urban Teacher Education by Rob Simon.

Promotional Information

There are books on poverty and education, on teacher education and on pedagogy. This book brings together researchers from these and related areas to discuss the very timely issue of preparing teachers for high-poverty contexts. In a world where neoliberal governance looks to stripped-down teacher education and teacher standards are very generic, programs which focus on teacher education specifically in high poverty contexts are sorely needed. Researchers here focus on contexts in the US, Australia, South Africa, Canada, the UK, Chile, to discuss what is in effect the urgency of preparing teachers for high-poverty contexts. It is a very timely and very necessary collection. Professor Wayne Sawyer, University of Western Sydney, Penrith, Australia