#UrbanLivesMatter: Empowering Learners through Transformative Teaching

#UrbanLivesMatter: Empowering Learners through Transformative Teaching

Nicole Webster, Heather Coffey, Anthony Ash
ISBN13: 9781799812135|ISBN10: 1799812138|EISBN13: 9781799812142
DOI: 10.4018/978-1-7998-1213-5.ch039
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MLA

Webster, Nicole, et al. "#UrbanLivesMatter: Empowering Learners through Transformative Teaching." Accessibility and Diversity in Education: Breakthroughs in Research and Practice, edited by Information Resources Management Association, IGI Global, 2020, pp. 782-805. https://doi.org/10.4018/978-1-7998-1213-5.ch039

APA

Webster, N., Coffey, H., & Ash, A. (2020). #UrbanLivesMatter: Empowering Learners through Transformative Teaching. In I. Management Association (Ed.), Accessibility and Diversity in Education: Breakthroughs in Research and Practice (pp. 782-805). IGI Global. https://doi.org/10.4018/978-1-7998-1213-5.ch039

Chicago

Webster, Nicole, Heather Coffey, and Anthony Ash. "#UrbanLivesMatter: Empowering Learners through Transformative Teaching." In Accessibility and Diversity in Education: Breakthroughs in Research and Practice, edited by Information Resources Management Association, 782-805. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-1213-5.ch039

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Abstract

In an era marked by major political and social change, teachers of urban students must be prepared to engage and appreciate an ever-changing demographic of learners who come from backgrounds different from their own. In this chapter, we discuss the need for professional development embedded in culturally responsive teaching, multicultural education, and critical literacy, all of which have the power to incite social action. We posit that social action has the potential to empower and engage urban learners in meaningful ways. We believe this work fills the gap that exists in the literature regarding urban education and social and political movements

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