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202 reviews for:
For White Folks Who Teach in the Hood... and the Rest of Y'All Too: Reality Pedagogy and Urban Education
Christopher Emdin
4.11 AVERAGE
202 reviews for:
For White Folks Who Teach in the Hood... and the Rest of Y'All Too: Reality Pedagogy and Urban Education
Christopher Emdin
4.11 AVERAGE
challenging
emotional
hopeful
informative
reflective
medium-paced
This book sheds light on what it’s like to teach in city schools. The author combines his real life experience as a teacher in New York City with the research he did in order to present a new approach to teaching in an urban setting. As a man of color who felt invisible in his own school days, Emdin encourages teachers to respect the background of each child and to get students involved in their own learning. He presents his theory of Reality
Pedagogy and provides tools that teachers can use to build a community-like structure inside the classroom.
Pedagogy and provides tools that teachers can use to build a community-like structure inside the classroom.
"The idea that one individual or school can give students "a life" (or a better life) emanates from a problematic savior complex that results in making students, their varied experiences, their emotions, and the good in their communities invisible."
This was a very timely book for me, I do wish I had read it earlier but I also can't wait to read it again. There is a lot of heart felt advice from one passionate teacher to the world of passionate teachers who feel oppressed by the very system they work in to bring a quality and meaningful education to children.
This was a very timely book for me, I do wish I had read it earlier but I also can't wait to read it again. There is a lot of heart felt advice from one passionate teacher to the world of passionate teachers who feel oppressed by the very system they work in to bring a quality and meaningful education to children.
challenging
inspiring
reflective
medium-paced
challenging
informative
slow-paced
Thought provoking book with lots of practical ideas. My favorite section was on "Pentecostal Pedagogy."
I'm torn on this book. There are elements I found thought-provoking, and there are elements I found problematic. The beginning of the book was the best part, as it helped me critically reflect on my experiences, and how the preconceptions I bring into the classroom have shaped what I do and why I do it. The later parts of the book reminded me very much of my student teaching experience, when I realized my cooperating teacher was trying to shape me into another him and I struggled to figure out who I was going to be as a teacher because I didn't feel like that was authentic to me. Many of the examples in the later parts of the book felt as prescriptive as the practices Emdin is encouraging people to critically examine.
This book was a very easy and interesting read, so for that I recommend it to educators interested in redefining their classroom culture. However, I think that many of the suggestions would be very difficult to implement. Although advertised as being for white teachers, it seems to me that many of Emdin's suggestions would be difficult for white teachers to implement without seeming disingenuous or mocking of their students' cultures, rather than affirming. I am also conflicted as to Emdin's use of the term "neoindigenous" - I think that his message could have been made without using this problematic term. There were many really powerful examples of how teachers can transform their classroom or make it more welcoming to students of color, so I am glad I read it, and perhaps I will try some of the more challenging reforms later in my career (as there seems to be a lot of space for things to go wrong...).
informative
inspiring
medium-paced
informative
inspiring
reflective
medium-paced