000			04999cam a2200481Ii 4500
001			BRILL9789462093713
003			nllekb
005			20260610105823.0
007			cr un uuuua
008			191130s2013 ne sb 001 0 eng d
020			_a9789462093713 _q(electronic book)
020			_z9789462093706 _q(print)
024	7		_a10.1007/978-94-6209-371-3 _2DOI
035			_a(OCoLC)865536612
040			_aNL-LeKB _cNL-LeKB _erda
050		4	_aLB1775.2
072		7	_aJN _2bicssc
072		7	_aEDU _x000000 _2bisacsh
082	0	4	_a371.11 _223
100	1		_aJupp, James C., _eauthor.
245	1	0	_aBecoming Teachers of Inner-city Students : _ba Life Histories and Teacher Stories of Committed White Teachers / _cJames C. Jupp.
246	3		_aLife Histories and Teacher Stories of Committed White Teachers
264		1	_aLeiden; _aBoston : _bBrill | Sense, _c2013.
300			_a1 online resource
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _2rdacarrier
490	1		_aStudies in Inclusive Education ; _v22
490	1		_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
505	0	0	_aPreliminary Material -- Introduction -- Capacitating Concepts -- Race-visible Professional Identifications -- On White Double-Consiousness -- White Progressive Masculinities? -- Second Wave White Teacher Identity Studies -- Capacitating Concepts -- Appendix B -- Research Methodology -- References.
520			_aWinner of the Outstanding Book Award 2014 from the Society of Professors of Education! (April 2014) “ Makes many valuable contributions to our understanding of the varied issues at work in preparing White teachers for work in the inner-city … I highly recommend it as a resource for education scholars and teacher educators involved in the preparation of White teachers for work in inner-city schools. Becoming Teachers of Inner-City Students offers a detailed and fascinating examination of identifications, concepts, and contexts that emerged from the stories of White teachers committed to inner-city schools. Jupp’s research and the stories on which it is based make visible the complex nature, the existing contradictions, and the messy space of inner-city teaching and learning and of efforts to prepare White teachers to work effectively and equitably in urban schools while also pointing the way to essential concepts and practices for effective and positive teaching in inner-city schools.” — Teachers College Record , November 2014 Becoming Teachers of Inner-city Students takes on the continuing challenges of White teachers in increasingly de facto re-segregated schools of the present. Drawing on the author’s eighteen years of experience as a classroom teacher and his research on White teachers of inner-city students, Becoming Teachers provides key discussions on professional identity for preservice teachers, professional educators, and researchers interested in diversity education or urban education. Driving at complex recognitions of race, class, culture, language, and gender as a basis for teaching and learning with diverse urban students, the author’s and other White teachers’ life and teaching stories move beyond prescriptive models of professional identity for preservice and professional teachers to “follow.” Instead, life and teaching stories in Becoming Teachers demonstrate again and again that in teaching the personal is political, professional knowledges are forged in practice , and—overall—that becoming a professional teacher is a process that draws on one’s experiences and inner-most convictions . Becoming Teachers , updating Vivian Paley’s White Teacher and reworking Christine Sleeter’s multicultural research on White teachers’ race-evasive identities, moves discussions on White teacher identity toward a second wave of race-visible professional identity for White teachers in the present. WINNER! — "Outstanding Book Award" 2014 - Society of Professors of Education NOMINATIONS — "Outstanding Book Award" 2014 - American Educational Research Association — "Outstanding Publication Award" 2014 - American Educational Research Association.
588			_aDescription based on print version record.
650		0	_aMale teachers _xUnited States.
650		0	_aChildren of minorities _xEducation _xUnited States.
650		0	_aEducation, Urban _xUnited States.
650		0	_aStudents with social disabilities _xEducation _xUnited States.
650		0	_aTeachers, White _xUnited States.
776	0	8	_iPrint version: _tBecoming Teachers of Inner-city Students: Life Histories and Teacher Stories of Committed White Teachers, _dLeiden Boston : Brill | Sense, 2013 _w9789462093706
830		0	_aStudies in Inclusive Education ; _v22.
830		0	_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856	4		_zDOI: _uhttp://dx.doi.org/10.1007/978-94-6209-371-3
999			_c49019 _d49019