Contents (Tentative) Foreword Gerald Campano Acknowledgments PART I: Teacher Inquiry in Contentious Times Introduction Katherine Crawford-Garrett 1. Setting the Stage-The Foundations of Teaching Out Loud Katherine Crawford-Garrett 2. Professional Development in Contentious Times: The Origins and Practices of Teaching Out Loud Damon R. Carbajal, Katherine Crawford-Garrett, and Kahlil Simpson 3. Educational Challenges and Opportunities in New Mexico Katherine Crawford-Garrett, Damon R. Carbajal, Amanda Y. Short, and Kahlil Simpson PART II: Translating Critical, Creative Work to Virtual Spaces: Stories From the Classroom 4. Promoting and Documenting the Importance of Play in a Kindergarten Classroom Linnea Holden 5. Creating Conditions for Kindness in a Second-Grade Classroom Kristen Heighberger-Ortiz 6. Confronting Race, Identity, and Social Emotional Learning in a Fourth-Grade Classroom Amanda Y. Short 7. Imagining Joy: Toward Abolition in the Middle School Classroom Kahlil Simpson 8. A Radical Space for Growth, Equity, and the Re-humanization of Educators Damon R. Carbajal PART III: Conceptualizing Key Tenets of Critical Teacher Inquiry 9. Moving Forward: Conceptual Tools and Promising Pedagogies for Teacher Inquiry and Practice Katherine Crawford-Garrett and Kahlil Simpson Endnotes Index About the Editors About the Contributors
Drawing on frameworks of teacher research and critical literacy, this volume documents the experiences of educators in New Mexico who participate in Teaching Out Loud-an intergenerational, professional development program that focuses on the creation and implementation of imaginative, critical curriculum with historically marginalized students. This text offers a set of conceptual tools and pedagogical practices for teacher educators and researchers seeking to advance teacher learning and leadership through the use of critical study groups, rather than the more scripted professional development approaches that dominate mainstream educational settings. Specifically, this book uses the voices of a diverse set of teachers to demonstrate the role of teacher inquiry in shifting curriculum and advancing equity, even when faced with formidable circumstances like a global pandemic. The authors examine how participation in Teaching Out Loud helped teachers foster social-emotional learning, foreground issues of race and identity, build and sustain community, promote self-care, and center play within and against challenging local and global contexts. Book Features: Highlights the voices of teachers representing a range of diverse perspectives and experience levels. Explains classroom practices and approaches in detail. Examines the challenges posed by the COVID-19 pandemic. Explicitly addresses critical issues like race and social justice. Focuses on the American Southwest.
Katherine Crawford-Garrett is an assistant professor of teacher education at the University of New Mexico. Damon R. Carbajal is a gay, queer Chicanx educator, scholar, and activist from Las Cruces, New Mexico.