of the Oppressed (New York: Seabury, 1970) andPedagogy of Hope(New York: Contin-
uum, 1995). I also learned much about Freire from Herbert Kohl, “Nurturing One’s
Dream,” inRethinking Schools, 10 (1), Fall, 1995; Ira Shor and Paulo Freire,A Pedagogy
for Liberation: Dialogues on Transforming Education(South Hadley, MA: Bergin and
Garvey, 1987); and Ira Shor, ed.,Freire for the Classroom(Portsmouth, NH: Heinemann,
1987). Septima Clark’s story is told in Cynthia Brown, ed.,Ready from Within: Septima
Clark and the Civil Rights Movement(Lawrenceville, NJ: Africa World Press, 1986).
I think the following books will also be useful to you as you define your own philosophy
of education and translate it into classroom practice. George Counts’sDare the School
Build a New Social Order?(New York: Arno Press, 1969) is difficult to find, but excerpts
appear in a number of collections. Maxine Greene has written many books. I especially
recommend an article, “Diversity and Inclusion: Towards a Curriculum for Human Beings,”
inTeachers College Record, 95 (2), 211–221, 1993. Michael Apple is the author ofIdeol-
ogy and Curriculum(New York: Routledge, 1979). Howard Gardner presents his ideas in
Multiple Intelligences: The Theory in Practice(New York: Basic Books, 1993). Christine
Sleeter has also written a number of books and articles. I findMulticultural Education as
Social Activism(Albany, NY: SUNY Press, 1996) is particularly accessible to readers. Martin
Haberman’sStar Teachers of Children in Poverty(West Lafayette, IN: Kappa Delta Pi,
1995) is a short book with many challenging ideas.
Herbert Kohl explains his approach to teaching inI Won’t Learn from You and Other
Thoughts on Creative Maladjustment(New York: The New Press, 1994). George Wood and
Debbie Meier write about schools using similar approaches in Wood,Schools that Work
(New York: Dutton, 1992) and Meier,The Power of Their Ideas: Lessons for America from a
Small School in Harlem(Boston: Beacon, 1995).
Among Nel Noddings’s many writings isThe Challenge to Care in Schools(New York:
Teachers College Press, 1992). Lisa Delpit is best know forOther People’s Children(New
York: The New Press, 1995). Gloria Ladson-Billings is the author ofThe Dreamkeepers:
Successful Teachers of African American Children(San Francisco: Jossey-Bass, 1994).
The newspaper,Rethinking Schools, and the essays from the newspaper that have been
collected in book form, are especially valuable. They can be ordered from their Web site,
http://www.rethinkingschools.org.
As you proceed in your career as a teacher you also may become interested in the re-
search that lies behind educational ideas and practices. The American Educational Re-
search Association is the principal organization in the United States concerned with pro-
moting and disseminating research on teaching, learning, school organization, and
assessment. It publishes a magazine,Educational Researcher(published nine times a
year), four quarterly journals, and the annual periodicalReview of Research in Education.
In recent years, essays in theReview of Research in Educationhave examined topics such
as “The New Narrative Research in Education” (Casey, 1995–1996: 211–253); “Profes-
sional, Personal, and Political Dimensions of Action Research” (Noffke, 1997: 305–343);
and “Preparing Teachers for Diverse Student Populations: A Critical Race Theory Perspec-
tive” (Ladson-Billings, 1999: 211–248).SECTION C: HOW IDEAS SHAPE OUR TEACHING
One thing that I learned, and I suspect that you are starting to learn, is that simple questions
can have very complicated answers. I prepared this handout as part of a discussion over
whether the dialectic spoken in inner-city Black communities should be considered slang,
proper English, a different form of English, or as an entirely different language. The question
you need to consider is which one of the passages below is “English”?
GOALS 13