In this chapter, I explore the process of building more democratic communities where all learners help construct a sense of place by preparing teachers co navigate poli tical complexity in schools. Specifically, I examine the micropolirical dimensions of beginning teachers experiences in light of competing pressures to traverse informal networks of power and control and to negotiate multiple layers of authority in school contexts. T hrough illuminating the complexity of preparing teachers to help create and sustain more democratic relations among colleagues and pupils, I discern implications for helping novices manage confl ict, gain cultural support, and raise their own and ochers academic and professional engagement in school environments. Such insights are important for understanding and shaping the poli tical climate of local life while enacting pedagogical practices-in both teaching and teacher education, internationally-concerned with fo rging a constructive attachment to place for all members of school classrooms and communities in twenty-first-centu ry schools.
|Title of host publication||Teacher Education Yearbook XXIV: Establishing a Sense of Place for All Learners in 21st Century Classrooms and Schools|
|Editors||LeAnn G Putney, Nancy P Gallavan|
|Place of Publication||Lanham MD USA|
|Publisher||Rowman & Littlefield Publishers|
|Pages||40 - 51|
|Number of pages||12|
|Publication status||Published - 2015|
Brubaker, N. (2015). Building more democratic communities: preparing novice teachers to navigate political complexity in schools. In L. G. Putney, & N. P. Gallavan (Eds.), Teacher Education Yearbook XXIV: Establishing a Sense of Place for All Learners in 21st Century Classrooms and Schools (pp. 40 - 51). Rowman & Littlefield Publishers.