Katherine Crawford-Garrett
Biographic Data
| ID | 5181897 |
|---|---|
| NAME | Katherine Crawford-Garrett |
| GIVEN NAMES | Katherine |
| FAMILY NAME | Crawford-Garrett |
| SIGNATURE | CRAWFORD-GARRETT K |
| AFFILIATIONS | University of New Mexico |
| ORCID | 0000-0001-6881-931X |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 19 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
“It’s not just any teaching program”
In an effort to understand the impact of the international education network, Teach for All, this paper focuses on one Teach For All affiliate program, Ako Mātātupu/TFNZ (AM/TFNZ), to consider how Teach For All and its affiliates are reshaping notions of teacher expertise and professionalism as it defines itself in contrast to university-based teacher education. By drawing on qualitative data, including semi-structured interviews, participant obs…
Examining Teach for All
Teaching Out Loud
This paper draws on practitioner inquiry and participatory action research methodologies to recount how five K-12 educators, who inhabit a range of positionalities and levels of teaching experience, engage in a collaborative professional development program, called Teaching Out Loud as they draw upon critical literacy theory and practice to reimagine educational spaces in ways that make schooling more just, humanizing and student-centered. Specif…
Preparing and supporting teachers for equity and racial justice
At the center of teacher education reform debates nationwide are concerns about how to prepare educators to address issues of educational inequity (Ayers, Quinn, & Stovall, 2009; Cochran-Smith et a
Lacking Resilience or Mounting Resistance? Interpreting the Actions of Indigenous and Immigrant Youth Within TeachFirst New Zealand
This article draws on qualitative data collected in New Zealand over a 6-month period to examine how participants in and involved with TeachFirst New Zealand (TFNZ) rely on notions of grit and resilience to explain the underachievement of their Māori and Pasifika students. I aim to illustrate that participants face pressure not only to instill resilience in their students but also to enact resilience themselves as they face repeated failures and …
Problematizing Silence, Practicing Dissent
This article recounts our efforts as three critical teacher educators to respond to the postelection aftermath at an Hispanic-serving institution by organizing a conference aimed at re(engaging) our students in the kinds of critical conversations we deem essential to the profession. By considering the ways in which neoliberal ideology has shaped our institutional context over the past two decades and framing this work within the literature of dis…
The problem is bigger than us”
The problem is bigger than us”
Preparing and supporting teachers for equity and racial justice
At the center of teacher education reform debates nationwide are concerns about how to prepare educators to address issues of educational inequity (Ayers, Quinn, & Stovall, 2009; Cochran-Smith et a
Teaching Out Loud
This paper draws on practitioner inquiry and participatory action research methodologies to recount how five K-12 educators, who inhabit a range of positionalities and levels of teaching experience, engage in a collaborative professional development program, called Teaching Out Loud as they draw upon critical literacy theory and practice to reimagine educational spaces in ways that make schooling more just, humanizing and student-centered. Specif…
Problematizing Silence, Practicing Dissent
This article recounts our efforts as three critical teacher educators to respond to the postelection aftermath at an Hispanic-serving institution by organizing a conference aimed at re(engaging) our students in the kinds of critical conversations we deem essential to the profession. By considering the ways in which neoliberal ideology has shaped our institutional context over the past two decades and framing this work within the literature of dis…
Problematizing Silence, Practicing Dissent
This article recounts our efforts as three critical teacher educators to respond to the postelection aftermath at an Hispanic-serving institution by organizing a conference aimed at re(engaging) our students in the kinds of critical conversations we deem essential to the profession. By considering the ways in which neoliberal ideology has shaped our institutional context over the past two decades and framing this work within the literature of dis…
The problem is bigger than us”
Lacking Resilience or Mounting Resistance? Interpreting the Actions of Indigenous and Immigrant Youth Within TeachFirst New Zealand
This article draws on qualitative data collected in New Zealand over a 6-month period to examine how participants in and involved with TeachFirst New Zealand (TFNZ) rely on notions of grit and resilience to explain the underachievement of their Māori and Pasifika students. I aim to illustrate that participants face pressure not only to instill resilience in their students but also to enact resilience themselves as they face repeated failures and …
Preparing and supporting teachers for equity and racial justice
At the center of teacher education reform debates nationwide are concerns about how to prepare educators to address issues of educational inequity (Ayers, Quinn, & Stovall, 2009; Cochran-Smith et a
Examining Teach for All
Teaching Out Loud
This paper draws on practitioner inquiry and participatory action research methodologies to recount how five K-12 educators, who inhabit a range of positionalities and levels of teaching experience, engage in a collaborative professional development program, called Teaching Out Loud as they draw upon critical literacy theory and practice to reimagine educational spaces in ways that make schooling more just, humanizing and student-centered. Specif…
“It’s not just any teaching program”
In an effort to understand the impact of the international education network, Teach for All, this paper focuses on one Teach For All affiliate program, Ako Mātātupu/TFNZ (AM/TFNZ), to consider how Teach For All and its affiliates are reshaping notions of teacher expertise and professionalism as it defines itself in contrast to university-based teacher education. By drawing on qualitative data, including semi-structured interviews, participant obs…
Political science (6 works) · Sociology (6 works) · Pedagogy (5 works) · Psychology (5 works) · Teacher Education and Leadership Studies (4 works) · Gender Studies (3 works) · Gender Studies (3 works) · Global Education and Multiculturalism (3 works) · Law (3 works) · Law (3 works)