Alison G Dover
Dr. Alison G. Dover is an Associate Professor in the Department of Secondary Education at California State University, Fullerton. A former urban secondary English Language Arts teacher, Dr. Dover’s teaching and research examines approaches to enacting justice in P-12 and teacher preparatory contexts, urban education, curriculum studies, and the relationship between education policy and P-12 practice. Dr. Dover’s work has been published in Teaching and Teacher Education, English Journal, The Educational Forum, Teachers College Record, the Journal of Adolescent and Adult Literacy, Action in Teacher Education, Equity & Excellence in Education, and Multicultural Perspectives. To learn more about Alison's work, visit www.alisongdover.com
Address: Department of Secondary Education
California State University, Fullerton
2600 Nutwood Avenue, CP 600-04
Fullerton, CA 92831
Address: Department of Secondary Education
California State University, Fullerton
2600 Nutwood Avenue, CP 600-04
Fullerton, CA 92831
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Books by Alison G Dover
Book Features:
Draws from classroom-based research in linguistically diverse school districts in Southern California that use an arts-based, multiliteracy enrichment program designed for newcomer and emergent bilingual students.
Examines the ideological, curricular, pedagogical, and political factors that shape the daily experiences of students who are new to the United States and in the process of incorporating English into their linguistic repertoires.
Shows examples of how educators create classrooms where newcomer and emergent bilingual students’ identities, languaging, and humanity are invited, affirmed, and amplified.
Features the voices of students who courageously explore their identities, experiment with their voices, and share their vision of what a radically inclusive community can be.
For additional professional development resources to accompany each chapter, visit www.bravingup.com.
Book Features:
• Offers advice from experienced educators who have learned to successfully navigate the constraints of high-stakes testing and standards-based mandates.
• Shares and analyzes curricular and pedagogical approaches to teaching the Common Core, including lesson plans teachers can use in their own classrooms.
• Examines a range of philosophical and political stances that teachers might take as they navigate the unique demands of teaching for social justice in their own context.
“This inspiring book invites us into conversations that cannot help but to make our teaching more collective, impactful, and profound.”
—Kevin Kumashiro, University of San Francisco
“This is a must-read book for practicing and aspiring educators interested in learning how to teach justice-oriented, critical social studies.”
—Brian D. Schultz, Northeastern Illinois University
“At a time of increasing pressure on teachers, this book provides practical approaches from teachers, for teachers to teach within the confines of the Common Core without compromising rigor, integrity, or social justice.”
—Tyrone C. Howard, director, UCLA Black Male Institute, UCLA
“20 veteran teachers candidly show how they have been able to meld standards with rich, demanding, and authentic social justice content and pedagogy. Their marvelous letters to new teachers challenge and inspire as they demonstrate that teaching is truly an ethical and humanizing intellectual endeavor.”
—Christine Sleeter, professor emerita, California State University Monterey Bay
Ruchi Agarwal-Rangnath works as a teacher educator and consultant, and is vice president of the National Association of Multicultural Education, California Chapter. She is author of the book, Social Studies, Literacy, and Social Justice in the Common Core Classroom: A Guide for Teachers (2013, Teachers College Press). Alison G. Dover is an assistant professor of secondary education in the Department of Educational Inquiry and Curriculum Studies at Northeastern Illinois University. Nick Henning is an associate professor in the Department of Secondary Education at California State University–Fullerton.
Papers by Alison G Dover
decisions about when and how to reopen should be guided by public-health and educational research. While schools are still unsafe to open, there are a
number of ways that schools can better use online platforms. Therefore, we conclude with recommendations for policies and practices for engaging in online education in ways that place priority on remedying the inequities and injustices that are being worsened during the pandemic.
This isn’t a new statement, nor is it especially controversial. Much has been written about White inaction on critical issues of institutional racism, both within and beyond the academy (e.g. Gorski, 2015; Hayes & Fasching-Varner, 2015; Picower & Mayorga, 2015). My White colleagues and I talk about the “pipeline problem” but, despite our supposed best intentions, over and over again, our field fails to effectively recruit or retain candidates of Color. Our classrooms, our faculty meetings, our graduation ceremonies are predominantly White, even in institutions—like my own—that serve a racially, ethnically and linguistically diverse student body. There is a problem with Whiteness in teacher education. And White teacher educators are good at talking about it..."