In this collection, Literacy and Learning in Times of Crisis: Emergent Teaching Through Emergencies, the contributors offer insights from theoretical, historical, and pedagogical lenses and these critical insights emerge out of their academic, scholarly, and personal experiences of teaching during crises. In some cases, authors have taught while battling COVID, and others have done so while addressing and acknowledging school-based violence. While some teach the analysis of the discourse of crisis, others critique the missteps of policy-making during calamity. More so, some authors examine the finesse of micro-teaching at emotional levels; others find the means to develop macro-structures of programmatic curriculum. Literacy and Learning in Times of Crisis highlights the educational decision making that educators have used to cope with the dilemmas that they and their students have faced at the turn of the millennium. Specifically, contributors to this collection offer a broad range of experiences, expertise, and engagement with pedagogy during emergencies that we currently face but also frame issues of emergencies that will inevitably challenge educators in the future.

Hersteller:
BoD - Books on Demand
info@bod.de
In de Tarpen 42
DE 22848 Norderstedt

Co-editors Sara P. Alvarez, Yana Kuchirko, Mark McBeth, Meghmala Tarafdar, and Missy Watson bring varying expertise and knowledge about pedagogy to their editorial efforts on this collection. All are faculty members of the City University of New York, instructing a wide diversity of students at CUNY's many campuses. In the largest public university in the nation, they have each supported students' learning through dire national emergency events, such as 9/11, Hurricane Sandy, highly publicized police violence as well as other large-and-small-scale crises.

“In the first half of 2020, as the onset of Covid converged with Black Lives Matter protests, wildfires, anti-Asian violence, and four years of Trumpist ultra-nationalism, it felt like we were living in an unprecedented state of emergency. is the story of how teachers responded to this moment of crisis: the emotional labor suddenly called for, the felt need for anti-racist pedagogies, the hidden fault lines in higher education that were revealed, and the resources teachers wish had been available.” —John Trimbur, Professor Emeritus, Emerson College

“To live right now is to live in a state of constant emergency, whether because of the climate crisis, global pandemic, racial and gender violence, or any number of other disasters. The contributors of this volume provide an unflinching examination of what literacy teachers are up against while also offering a way forward. offers thoughtful and systemic analysis of the impact of these traumas in our classrooms alongside teaching practices to help us develop a necessary praxis for our students and for ourselves with an eye towards survival.” —Amy J. Wan, Queens College and the CUNY Graduate Center

“This is a timely, important, and substantial intervention in scholarship on trauma pedagogy, crisis, and literacy learning, with contributors offering a usefully wide array of accounts and analyses of responses by teachers, students, and institutions to COVID 19, racism, mass shootings, and climate catastrophes at U.S. college and university communities.” —Bruce Horner, Endowed Chair in Rhetoric and Composition, University of Louisville

“How do literacy educators combat the unprecedented crises of the 21st century? The authors of this collection do so bravely, not by turning away but rather by turning toward, by facing what is happening in the world and giving their students and themselves room to speak and write about the dislocation, the fear, and the threats surrounding them and their families. Together they forge pedagogies based on empathy and community, pedagogies that have the potential to heal. A timely read for any teacher seeking good company in this crisis-laden world.” —Sondra Perl, Professor Emerita, CUNY Graduate Center