Download or read book Rituals and Student Identity in Education written by R. Quantz and published by Springer. This book was released on 2011-01-31 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: An exploration of how the nonrational aspects of schooling, especially ritual(s), have been harnessed to construct a commonsense which serves the interests of transnational corporations, leaving those educators committed to democracy to develop a new pedagogy that rejects the technical solutions that present reforms demand.
Download or read book Roma Identity and Ritual in the Classroom written by Jana Obrovská and published by Springer. This book was released on 2018-09-21 with total page 199 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book addresses the dynamics of interethnic relationships in ethnically mixed classrooms in the Czech Republic. The classroom is a space in which the boundaries and meanings of facets of identity such as ethnicity, class and gender are negotiated on a daily basis: using rich ethnographic data, the author grounds the analysis in a novel theoretical framework which uses the traditional concept of ritual to examine peer cultures. Highlighting the perspectives of the students themselves, their own peer cultures and the agency of the minority youth present in the classroom, the book reinforces the idea that the dynamics of peer culture can be the scene for successful peer inclusion strategies as well as a stage for the reproduction of inequalities. The author offers a rich array of data from post-socialist classrooms, which are almost invisible in the dominant debates surrounding ethnicity. This revelatory book will be of interest and value to students and scholars of social anthropology, the sociology of education and race and ethnicity in education, as well as practitioners working with minority youth.
Download or read book Confucian Ritual and Moral Education written by Colin J. Lewis and published by Rowman & Littlefield. This book was released on 2020-09-30 with total page 175 pages. Available in PDF, EPUB and Kindle. Book excerpt: It is widely accepted that moral education is quintessential to facilitating and maintaining prosocial attitudes. What moral education should entail and how it can be effectively pursued remain hotly disputed questions. In Confucian Ritual and Moral Education, Colin J. Lewis examines these issues by appealing to two traditions that have until now escaped comparison: Vygotsky’s theory of learning and psychosocial development and ancient Confucianism’s ritualized approach to moral education. Lewis argues first, that Vygotsky and the Confucians complement one another in a manner that enables a nuanced, empirically sound understanding of how the Confucian ritual education model should be construed and how it could be deployed; and second, just as ritual education in the Confucian tradition can be explicated in terms of modern developmental theory, this ancient notion of ritual can also serve as a viable resource for moral education in a contemporary, diverse world.
Download or read book Rituals and Traditions written by Jacky Howell and published by National Association of Education of Young Children. This book was released on 2015 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: Rituals and traditions in preschool programs have the power to - Connect children, families, and staff - Foster a sense of belonging - Create a positive learning environment The information in this book answers the questions of why rituals and traditions are important and how teachers can incorporate them into their daily, weekly, monthly, and yearly plans to create a supportive, caring community.
Download or read book Curriculum and the Generation of Utopia written by João M. Paraskeva and published by Routledge. This book was released on 2020-06-30 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt: As a follow-up to Towards a Just Curriculum Theory and Curriculum Epistemicide , this volume illuminates the challenges and contradictions which have prevented critical curriculum theory from establishing itself as an alternative to dominant Western Eurocentric epistemologies. Curriculum and the Generation of Utopia re-visits the work of leading progressive theorists and draws on a complex range of epistemological perspectives from the Middle East, Africa, Southern Europe, and Latin America. Paraskeva illustrates how counter-dominant narratives have been suppressed by neoliberal dynamics through an exploration of key issues including: itinerant curriculum theory, globalization and internationalization, as well as utopianism. Foregrounding critical curriculum theory as a vector of de-colonization and de-centralization, the text puts forth Itinerant Curriculum Theory (ITC) as an alternative form of anti-colonial, theoretical engagement. This work forms an important addition to the literature surrounding critical curriculum theory. It will be of interest to post-graduate scholars, researchers and academics in the fields of curriculum studies, curriculum theory, and critical educational research.
Download or read book Rituals Ceremonies and Cultural Meaning in Higher Education written by Kathleen Manning and published by Praeger. This book was released on 2000-05-30 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: Manning explores the reasons why colleges and universities across the nation often carry on the same traditions within their social structure, including inauguration ceremonies of presidents and chancellors, establishing days which recognize the founding of the institution and myth-making behind the founding itself, and how types of behaviors (protests, initiation rites, honors ceremonies, religious displays) are similarly conducted.
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 734 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Identity Work in the Classroom written by Cheryl Jones-Walker and published by Teachers College Press. This book was released on 2015 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides classroom examples to demonstrate how identity-making is integral to the teaching and learning process. Responding to school reform efforts that focus on top-down reform measures, this book proposes “identity work” as an alternative approach. The author argues that efforts to improve urban schools should recognize the importance of relational change that focuses on deepening personal interactions between students and teachers, teachers and other teachers, and schools and parents. Based on an in-depth study of two classrooms in urban K–8 schools, the book illuminates the importance of allowing teachers the freedom to make pedagogical adjustments based on their knowledge of students’ needs, backgrounds, and interests. This volume reframes our understanding of urban schools and raises questions about the goals of local and federal reform and what is at stake for educational systems. Book Features: Provides examples of identity work and its potential for creating individual, institutional, and large scale systemic improvement. Identifies how skilled educators make pedagogical decisions that increase student engagement and learning outcomes. Examines the challenges of working within a context of increasing mandates and rigid accountability structures. Advocates for design improvement strategies that rely on the capacities of students, teachers, and community members. Shows how qualitative work that elucidates the experience of students and teachers can inform education policy. “Identity Work in the Classroom is an extraordinary and compelling book. It is essential reading for teacher-educators, teachers, and community organizers, and it represents the best of contemporary critical school ethnography.” —From the Foreword by Theresa Perry, Professor of Africana Studies and Education, Simmons College “Grounded in an urban ecological lens of learning, becoming, and knowing, this book demonstrates how educators navigate and negotiate educational policy and reform through discourse and identity construction. Identity Work in the Classroom represents a powerful exemplar of the kind of discursive practices essential to advance urban education scholarship and actions during challenging and changing times. If you are concerned about policies that shape urban education and the children they impact, read this book.” —H. Richard Milner IV, Helen Faison Professor of Urban Education, University of Pittsburgh “Identity Work in the Classroom is an indispensable intervention into the research literature on culture, identity, and learning. Using rigorous methodology and sophisticated theoretical frameworks, Jones-Walker spotlights the dynamic interplay between identity work and educational processes. This book offers concrete examples of the ways that schools serve as complex yet fecund sites of identity work, as well as how our teaching and learning processes can be informed by careful and reflective consideration of identity. It is essential reading for teachers, educational leaders, and policymakers alike.” —Marc Lamont Hill, Distinguished Professor of African American Studies, Morehouse College
Download or read book The Struggle for Identity in Today s Schools written by Patrick M. Jenlink (Ed) and published by Rowman & Littlefield. This book was released on 2009 with total page 233 pages. Available in PDF, EPUB and Kindle. Book excerpt: The "Struggle for Identity in Today's Schools" examines cultural recognition and the struggle for identity in America's schools. In particular, the contributing authors focus on the recognition and misrecognition as antagonistic cultural forces that work to shape, and at times distort identity. What surfaces throughout the chapters are two lessons to be learned in relation to identity. The first lesson is that identities and the acts attributed to them are always forming and re-forming in relation to historically specific contexts, and these contexts are political in nature, I.E., defined by issues of diversity such as race, ethnicity, language, sexual orientation, gender, and economics. The second lesson presented by the authors is that identity forms in and across intimate and social contexts, over long periods of time. The historical timing of identity formation cannot simply be dictated by discourse. The identities posited by any particular discourse become important and a part of everyday life based on the intersection of social histories and social actors. Importantly, the social-cultural use of identities leads to another way of conceptualizing histories, personhoods, cultures, and their distributions over social and political groups. Contents of this book include: (1) Cultural Identity--Discovering Authentic Voice; (2) Introduction: Cultural Identity and the Struggle for Recognition (Patrick M. Jenlink and Faye Hicks Townes), which includes: (a) Affirming Diversity, Politics of Recognition, and the Cultural Work of Schools (Patrick M. Jenlink); (b) Dialoguing Toward a Racialized Identity: a Necessary First Step in a Politics of Recognition (Kris Sloan); and (c) Misrecognition Compounded (Faye Hicks Townes); and (3) Struggle for Recognition--Embracing Cultural Politics, which includes: (a) Recognition, Identity Politics, and English Language Learners (Angela Crespo Cozart); (b) Identity Formation and Recognition in Asian-American Students (Kim Woo); (c) Curriculum and Recognition (Ray Horn); (d) Extracurricular Activities and Student Identity (Amanda Rudolph); (e) Recognition, Identity Politics, and the Special Needs Student (Sandra Stewart); (f) Athletes, Recognition, and the Formation of Identity (Vincent Mumford); (g) Administrator to Parent Recognition: Treat Me with Respect (Julia Ballenger); (h) Recognition and Parent Involvement (Betty Alford); (I) Student Identity and Cultural Communication (Sandy Harris); (j) Value-Added Community: Recognition, Induction-Year Teacher Diversity and the Shaping of Identity (John Leonard); and (k) Coda: Recognition, Difference, and the Future of America's Schools (Patrick M. Jenlink).
Download or read book Making and Molding Identity in Schools written by Ann Locke Davidson and published by State University of New York Press. This book was released on 1996-08-23 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: Making and Molding Identity in Schools delves into the lives of adolescents to examine how youths assert ethnic and racial identities in the face of policies, discourses, and practices that work both to reproduce and challenge social categories. Detailed case studies illuminate adolescent voices and perspectives, revealing that identity and academic engagement emanate not just from societal and cultural forces, but also from ordinary, day to day interactions and experiences within school settings. Drawing on contemporary social theory, the author emphasizes the political and relational nature of race and ethnicity, and illustrates the potential for identities and ideologies to vary over time and across school settings. The book provides a needed expansion of theories that link youth identities and ideologies solely to cultural, economic and political forces, and provides insight into settings that allow students to engage without discarding their ethnic and racial selves.
Download or read book Reclaiming Our Students written by Hannah Beach and published by Page Two. This book was released on 2020-04-14 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Fact: Children are more anxious, aggressive, and shut down than ever. br> Faced with this epidemic of emotional health crises and behavioral problems, teachers are asking themselves what went wrong. Why have we lost our students? More importantly: how can we get them back? Hannah Beach, a celebrated educator and specialist in the field of emotional health, and Tamara Neufeld Strijack, Clinical Counsellor and Academic Dean of the acclaimed Neufeld Institute, provide a thoughtful guide to restoring the student-teacher relationship and creating the conditions for change. Reclaiming Our Students arms teachers with strategies to reassert their leadership role and build emotional safety in the classroom. The result: students can get back to learning, and teachers can get back to teaching You'll learn: - How to build, feed, and protect the student-teacher relationship - Why children are anxious or bossy, aggressive or checked out, and what teachers can do to address these behavioral issues at their root - How you can help students and classes shift their identity as the "problem student" or "bad class" - Experiential activities for students of all ages that preserve and restore emotional health and well-being Plus, you'll find special considerations and information for parents, principals, counsellors, and home educators for building safety and support in the learning environment. Combining Hannah's groundbreaking experiential approach to creating emotional health and community in the classroom with the Neufeld Institute's insightful approach to building relationships and making sense of children, Reclaiming Our Students is required reading for teachers who not only want to understand and overcome daily challenges, but also re-connect to their calling as educators.
Download or read book Belonging and Inclusion in Identity Safe Schools written by Becki Cohn-Vargas and published by Corwin Press. This book was released on 2021-08-09 with total page 251 pages. Available in PDF, EPUB and Kindle. Book excerpt: Lead an identity safe learning community where students of all backgrounds thrive Students of all backgrounds reach their full potential when they feel a sense of belonging and inclusion. When their social identities are valued as assets rather than barriers to learning, they flourish. This guide provides evidence-based strategies that support you as a leader in creating an environment that promotes identity safe students, who experience a challenging curriculum that respects their diverse social identities. Features in the book include: Guiding principles for student voice, equalizing status and cultivating acceptance across race, ethnicity, gender and other differences Ideas and examples for anti-racist dialogue and activities for teachers and students that counter colorblind practices, stereotype threat and biases Vignettes, and examples of identity safe practices for students and adult learning for staff, families and the community Systems for student-centered assessment and data collection Resources for developing equitable school policies and a comprehensive identity safety plan for your school Educators fulfill the promise of an equitable education when students of all backgrounds know that who they are and what they think matters. Start the journey to become an identity safe school and see the results for yourself! “Belonging and Inclusion in Identity Safe Schools: A Guide for Educational Leaders is a timely and important book. For several years, the nation′s schools have been asked to focus their energies on raising student achievement. However, too often educators have ignored the need to honor, support and affirm the identities of the students they serve. For educators who serve children of color, particularly Black, Native American and Latinx children who are often subject to overt and covert forms of forced assimilation, this book will be an invaluable resource on how to create learning opportunities that make it possible for such children to thrive.” ~Pedro Noguera, Dean of Rossier School of Education, University of Southern California “Bravo to authors Cohn-Vargas, Gogolewski, Creer Kahn, and Epstein for their ground-breaking book on Identify Safe Schools for Administrators and Teacher and Staff Leaders! They provide much-needed evidence for educators to elevate and even inspire the equity, empowerment, and academic growth needed to wholly support all children to flourish in school and their lives.” ~Debbie Zacarian, Director, Zacarian and Associates
Download or read book Culture Curriculum and Identity in Education written by H. Milner and published by Springer. This book was released on 2010-03-01 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book analyzes equity and diversity in schools and teacher education. Within this broad and necessary context, the book raises some critical issues not previously explored in many multicultural and urban education texts.
Download or read book Current Index to Journals in Education written by and published by . This book was released on 2001 with total page 832 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Cambridge Handbook of Engineering Education Research written by Aditya Johri and published by Cambridge University Press. This book was released on 2014-02-10 with total page 1124 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Cambridge Handbook of Engineering Education Research is the critical reference source for the growing field of engineering education research, featuring the work of world luminaries writing to define and inform this emerging field. The Handbook draws extensively on contemporary research in the learning sciences, examining how technology affects learners and learning environments, and the role of social context in learning. Since a landmark issue of the Journal of Engineering Education (2005), in which senior scholars argued for a stronger theoretical and empirically driven agenda, engineering education has quickly emerged as a research-driven field increasing in both theoretical and empirical work drawing on many social science disciplines, disciplinary engineering knowledge, and computing. The Handbook is based on the research agenda from a series of interdisciplinary colloquia funded by the US National Science Foundation and published in the Journal of Engineering Education in October 2006.
Download or read book Open and Equal Access for Learning in School Management written by Fahriye Altınay and published by BoD – Books on Demand. This book was released on 2018-06-06 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book encapsulates four sections about open and equal access for learning in school management. The first section is related to school management and leadership. Second section of the book gives insight on school culture. Third section of the book underlines the importance of open learning. Latest section of the book covers the importance of equal acess and learning in curriculum, environment, gender, youth. I have a firm belief that authors can find great insights on open and equal access for learning from different reflections and researches of chapters.
Download or read book Closing the Opportunity Gap written by Vijay Pendakur and published by Taylor & Francis. This book was released on 2023-07-03 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book offers a novel and proven approach to the retention and success of underrepresented students. It advocates a strategic approach through which an institution sets clear goals and metrics and integrates the identity support work of cultural / diversity centers with skill building through cohort activities, enabling students to successfully navigate college, graduate on time and transition to the world of work. Underlying the process is an intersectional and identity-conscious, rather than identity-centered, framework that addresses the complexity of students’ assets and needs as they encounter the unfamiliar terrain of college.In the current landscape of higher education, colleges and universities normally divide their efforts between departments and programs that explicitly work on developing students’ identities and separate departments or programs that work on retaining and graduating higher-risk students. This book contends that the gap between cultural/diversity centers and institutional retention efforts is both a missed opportunity and one that perpetuates the opportunity gap between students of color and low-income students and their peers.Identity-consciousness, the central framework of this book, differs from an identity-centric approach where the identity itself is the focus of the intervention. For example, a Latino men’s program can be developed as an identity-centered initiative if the outcomes of the program are all tied to a deeper or more complex understanding of one’s Latino-ness and/or masculinity. Alternately, this same program can be an identity-conscious student success program if it is designed from the ground up with the students’ racial and gender identities in mind, but the intended outcomes are tied to student success, such as term-to-term credit completion, yearly persistence, engagement in high-impact practices, or timely graduation.Following the introductory chapter focused on framing how we understand risk and success in the academy, the remaining chapters present programmatic interventions that have been tested and found effective for students of color, working class college students, and first-generation students. Each chapter opens with a student story to frame the problem, outlines the key research that informs the program, and offers sufficient descriptive information for staff or faculty considering implementing a similar identity-conscious intervention on their campus. The chapters conclude with a discussion of assessment, and suggested “Action Items” as starting points.
