Teacher Educators As Critical Storytellers
Effective Teachers As Windows and Mirrors

Antonio L. Ellis (Edited by), Nicholas D. Hartlep (Edited by), Gloria Ladson-Billings (Edited by), David O. Stovall (Edited by), Leslie T. Fenwick (Foreword by), Dawn G. Williams (Afterword by)

9780807765142

Paperback / softback, published 26 March 2021

192 pages
22.6 x 15.4 x 1.5 cm, 0.27 kg

Breaking away from the historically dominant narrative that White females make the best teachers, this book contends that effective teachers can be both "windows" and "mirrors" for students. Teachers should reflect the student population in racial and cultural terms while also serving as windows for students to see opportunities that lie outside of their immediate circumstances. Employing a critical storytelling framework, respected scholars share the teaching practices of influential teachers that they learned from. Chapter authors are diverse teacher educators from the fields of education, educational psychology, administration, policy, and curriculum and instruction. Each storyteller identifies key concepts and principles that explain why the selected teacher was so memorably effective. This inspirational volume provides a series of templates that help pinpoint the attitudes and behaviors of those teachers who make a positive difference in the lives of their students.

Book Features:

• Highlights contributions from diverse teacher educators, including Asian American, African American, Latinx, and Native American.
• Examines the long-lasting impact that a teacher's race, ethnicity, and/or indigeneity can have on the lives of their students beyond high school and college.
• Includes analyses drawn from research on identity in teacher education, theory, and research in education, psychology, and human development.
• Contains photographs, images, charts, and diagrams to assist readers.

• Contents
• Foreword Leslie T. Fenwick  
  ix
• Effective Teachers as Windows and Mirrors: An Introduction  
  1
• Antonio L. Ellis, Nicholas D. Hartlep, Gloria Ladson-Billings, and David O. Stovall
• PART I: AFRICAN AMERICAN PERSPECTIVES: TOWARD “
  DEMOGRAPHIC”
  AND “
  DEMOCRATIC”
  IMPERATIVES
• 1.  
  Mr. Linard H. McCloud:  
  A Dreamkeeper in the American Education Milieu  
  7
• Antonio L. Ellis  
  
• 2.  
  “
  Perfect Practice Makes Perfect”
  : Sister Mary Regis, OSP—
  Tempered Radical and Refined Revolutionary  
  14
• Judy Alston
• 3.  
  Undoing My Miseducation: Lessons Learned from Brother Kmt Shockley  
  27
• Ramon B. Goings
• 4.  
  Two White Teachers Who Cultivated My Hidden Talents: The Story of An African American Male in Special Education  
  40
• Shawn Anthony Robinson
• 5.  
  Married to Education: The Impact of Teacher Expectations on African American Student Success  
  52
• Roslyn Clark Artis
• PART II: ASIAN AMERICAN PERSPECTIVES: BEYOND BLACKNESS AND WHITENESS
• 6.  
  Like Captured Fireflies: Effective Teaching Pedagogy of a White Elementary School Counselor  
  65
• Nicholas D. Hartlep
• 7.  
  Finding My Voice: Developing a Critical Writing and APIDA Identity in a Newspaper Course  
  76
• Theodore Chao
• PART III: NATIVE AMERICAN PERSPECTIVES: INDIGENEITY IS NOT RACE
• 8.  
  “
  The Moon Will Tell Us When It Will Rain”
  : Aesthetics of Grandmothers’
  Pedagogies  
  91
• Amanda R. Tachine
• 9.  
  Reclaiming Our Position as the Most Important Educators of Our Native Children  
  102
• Jameson D. Lopez
• 10.  
  Honoring My (Academic) Matriarchs  
  112
• Theresa Stewart-Ambo
• PART IV: LATINX PERSPECTIVES: THE LATINIZATION OF EDUCATION
• 11.  
  Cultural Affirmations of Giftedness: An Autoethnography of My Experiences with Educational Leadership Faculty at an HBCU  
  125
• Lisa Maria Grillo
• 12.  
  “
  ¿
  No me ves?”
  : Seen by Two Teachers in a Sea of Blind Educators  
  145
• Aimeé
  I. Cepeda
• Afterword: The Deliberative Practice of Teacher Educators’
  Reflections on Culturally Relevant Teachers  
  155
• Dawn G. Williams
• About the Editors and the Contributors  
  159
• Index  
  165