Teachers College Press
Pose, Wobble, Flow: A Culturally Proactive Approach to Literacy Instruction
Key Metrics
- Antero Garcia
- Teachers College Press
- Paperback
- 9780807756522
- 8.98 X 6.18 X 0.21 inches
- 0.58 pounds
- Education > Multicultural Education
- English
Secure TransactionBook Description
This book proposes a pedagogical model called Pose, Wobble, Flow to encapsulate the challenge of teaching and the process of growing as an educator who questions existing inequities in schooling and society and frames teaching around a commitment to changing them. The authors provide six different culturally proactive teaching stances or poses that secondary ELA teachers can use to meet the needs of all students, whether they are historically marginalized or privileged. They describe how teachers can expect to wobble as they adapt instruction to the needs of their students, while also incorporating new insights about their own cultural positionality and preconceptions about teaching. Teachers are encouraged to recognize this flexibility as a positive process or flow that can be used to address challenges and adopt ambitious teaching strategies like those depicted in this book. Each chapter highlights a particular pose, describes how to work through common wobbles, incorporates teacher voices, and provides questions for further discussion. Pose, Wobble, Flow presents a framework for disrupting the pervasive myth that there is one set of surefire, culturally neutral best practices.
Book Features:
- A structure for career-long growth for ELA teachers, including ways to adapt pedagogy from one year to the next.
- A focus on culturally proactive positions within ELA classrooms to ensure criticality in how we teach and how we advocate for the teaching profession.
- Six different poses that are standards-aligned, critical, and expand the possibilities of what takes place in school.
- Guidelines for creating original poses beyond the scope of the book, discussion questions for courses, and resources for classroom teachers.
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