Questioning Assumptions and Challenging Perceptions

Connie L. Schaffer; Meg White; Corine Meredith Brown

doi:10.5771/9781475822045

Summary

For a moment, consider “you don’t know what you don’t know”. What individuals know about urban schools is often based on assumptions and perceptions. It is important for individuals to examine these assumptions and perceptions of urban schools and the students who attend them.

While many textbooks support how teachers should teach students in urban settings, this book asserts individuals can be effective teachers in these settings only if they first develop an understanding urban schools and the students who attend them. As readers progress through the chapters, they will realize they don’t know what they don’t know.

Within a framework of cognitive dissonance, readers will continuously examine and reexamine their personal beliefs and perceptions. Readers will also investigate new information and varied perspectives related to urban schools. When readers finish this book, they will be on their way to becoming effective teachers in urban environments.

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Bibliographic data

Copyright year: 2016
ISBN-Print: 978-1-4758-2202-1
ISBN-Online: 978-1-4758-2204-5
Publisher: Rowman & Littlefield, Lanham
Language: English
Pages: 96
Product type: Book Titles

1. Contents No access
2. Foreword No access
3. Acknowledgments No access
4. Introduction No access
Chapter 1. Personal Exploration No access Pages 1 - 12
Chapter 2. Creating a Definition of “Urban” No access Pages 13 - 26
Chapter 3. The Social Context of Children and Families in Urban Environments No access Pages 27 - 40
Chapter 4. Stages of Cognitive Dissonance: Internal Reflections No access Pages 41 - 56
Chapter 5. Stages of Cognitive Dissonance: External Implications No access Pages 57 - 70
Chapter 6. Transforming Knowledge into Action No access Pages 71 - 80
Chapter 7. Translating Theory into Action No access Pages 81 - 86
Index No access Pages 87 - 92
About the Authors No access Pages 93 - 96