Efnisyfirlit

• Cover
• Title Page
• Copyright
• Preface
• Acknowledgments
• About the Author
• Chapter 1: What Is Critically Reflective Teaching?
• Critically Reflective Teaching
• Types of Assumptions
• How Do We Examine Assumptions?
• So What Makes Reflection Critical?
• Critical Reflection as the Illumination of Power
• Critical Reflection as Uncovering Hegemony
• Conclusion
• Chapter 2: Uncovering Assumptions of Power
• Commonsense Assumptions about Good Teaching
• Assumptions of Power
• The Circle
• The Teacher as Fly on the Wall
• Conclusion
• Chapter 3: Uncovering Hegemonic Assumptions
• I Must Motivate My Students by My Charismatic Singularity
• It’s All under Control
• Washing Clean the Stain of Resistance
• The Perfect‐Ten Syndrome
• Deep Space Nine: The Answer Must Be out There Somewhere
• We Meet Everyone’s Needs
• I Can Fix Racism (Sexism, Classism, Ableism)
• Conclusion
• Chapter 4: The Four Lenses of Critical Reflection
• Students’ Eyes
• Colleagues’ Perceptions
• Personal Experience
• Theory
• Conclusion
• Chapter 5: Clarifying the Benefits of Critical Reflection
• It Helps Us Take Informed Actions
• It Helps Us Develop a Rationale for Practice
• It Helps Us Survive the Emotional Roller Coaster of Teaching
• It Helps Us Avoid Self‐Laceration
• It Enlivens Our Classrooms
• It Keeps Us Engaged
• It Models the Democratic Impulse
• It Increases Trust
• Conclusion
• Chapter 6: Seeing Ourselves through Students’ Eyes
• Students’ Eyes and Student‐Centeredness
• The Unwitting Diktat: An Illustration of Power Dynamics
• The One‐Minute Paper
• The Muddiest Point
• The Learning Audit
• Clickers
• Social Media
• TodaysMeet
• The Critical Incident Questionnaire
• Using CIQs with Small and Large Classes
• Letter to Successors
• Conclusion
• Chapter 7: Learning from Colleagues’ Perceptions
• Creating Critically Reflective Conversations
• Start‐up Sentence Completion
• Beginning the Conversation with Critical Incidents
• Chalk Talk
• The Circular Response Method
• Bohmian Dialogue
• Critical Conversation Protocol
• Conclusion
• Chapter 8: Team Teaching as Critical Reflection
• Providing Emotional Grounding
• Modeling Critical Reflection for Students
• Negotiating Vulnerability
• Learning Risk and Embracing Uncertainty
• Confirmatory Critical Reflection
• Conclusion
• Chapter 9: Using Personal Experience
• Graduate Study
• Professional Development Workshops
• Conference Attendance
• Recreational Learning
• Conclusion
• Chapter 10: Learning from Theory
• What Reading Theory Does for Us
• Narrative Theorizing
• Scholarly Personal Narrative
• A Productive Theoretical Insight: Repressive Tolerance
• Conclusion
• Chapter 11: Incorporating Social Media and Back‐Channel Communication
• Assumptions about Social Media
• Social Media as a Lens on Practice
• Power and the Use of Social Media
• Back‐Channel Communication and Student Decision Making
• Conclusion
• Chapter 12: Applying Critical Reflection to Teaching Race and Racism
• Why Is Critical Reflection on Race and Racism So Difficult?
• Using Narrative Disclosure to Set a Tone for Examining Race
• Colleagues as Critical Lenses on Race
• What Students’ Eyes Tell Us about Examining Race in the Classroom
• Conclusion
• Chapter 13: Negotiating the Risks of Critical Reflection
• Impostorship
• Dealing with Impostorship
• Cultural Suicide
• Avoiding Cultural Suicide
• Lost Innocence
• Marginalization
• Avoiding Political Marginalization
• Conclusion
• Chapter 14: Practicing Critically Reflective Leadership
• What Is Critically Reflective Leadership?
• Embedding Critical Reflection in Meetings
• Modeling Critically Reflective Leadership
• Conclusion
• Bibliography
• Index
• End User License Agreement