Download or read book Personal Passionate Participatory Inquiry Into Social Justice in Education written by Ming Fang He and published by Information Age Pub Incorporated. This book was released on 2008 with total page 283 pages. Available in PDF, EPUB and Kindle. Book excerpt: A volume in Research for Social Justice Personal Passionate Participatory Inquiry (Sponsored by AERA Qualitative Research SIG and International Studies SIG) Series Editors Ming Fang He, Georgia Southern University and JoAnn Phillion, Purdue University Series Scope: Research for Social Justice: Personal Passionate Participatory Inquiry, the book series, demonstrates a form of educational inquiry that connects the personal with the political, the theoretical with the practical, and research with social and educational change. The principle aspect of this form of inquiry that distinguishes it from others is that the researcher is not separate from the socio-political and cultural phenomena of the inquiry, the data collected, findings, interpretations, or writing. The purpose of the proposed book series is to draw together work which demonstrates three distinct qualities: personal passionate participatory with explicit research agendas that focus on equity, equality, and social justice, specific research methodologies that illustrate the participatory process of the inquiries, and positive social and educational change engendered by the inquiries. Scope of the Book: Personal Passionate Participatory Inquiry into Social Justice in Education, the first book in the series, features 14 programs of social justice oriented research on life in schools, families, and communities. This work, done by a diverse group of practitioner researchers, educators, and scholars, connects the personal with the political, the theoretical with the practical, and research with social and educational change. These inquiries demonstrate three distinct qualities. Each is personal, compelled by values and experiences researchers bring to the work. Each is passionate, grounded in a commitment to social justice concerns of people and places under consideration. Each is participatory, built on long-term, heart-felt engagement, and shared efforts. The principle aspect of the inquiries featured in the book series that distinguish it from others is that researchers are not detached observers, nor putatively objective recorders, but active participants in schools, families, and communities. Researchers have explicit research agendas that focus on equity, equality, and social justice. Rather than aiming solely at traditional educational research outcomes, positive social and educational change is the focal outcome of inquiry. The researchers are diverse and their inquiries are far ranging in terms of content, people and geographic locations studied. These studies reflect new and exciting ways of researching and representing experience of the disenfranchised, underrepresented, and invisible groups seldom discussed in the literature, and challenge stereotypical or deficit oriented perspectives on these groups. This book informs pre-service and in-service teachers, educators, educational researchers, administrators, and educational policy makers, particularly those who advocate for people who are marginalized and those who are committed to the enactment of social justice and positive educational and social change.

Download or read book Personal Passionate Participatory written by Ming Fang He and published by IAP. This book was released on 2008-11-01 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt: Scope of the Book: Personal~Passionate~Participatory Inquiry into Social Justice in Education, the first book in the series, features 14 programs of social justice oriented research on life in schools, families, and communities. This work, done by a diverse group of practitioner researchers, educators, and scholars, connects the personal with the political, the theoretical with the practical, and research with social and educational change. These inquiries demonstrate three distinct qualities. Each is personal, compelled by values and experiences researchers bring to the work. Each is passionate, grounded in a commitment to social justice concerns of people and places under consideration. Each is participatory, built on long-term, heart-felt engagement, and shared efforts. The principle aspect of the inquiries featured in the book series that distinguish it from others is that researchers are not detached observers, nor putatively objective recorders, but active participants in schools, families, and communities. Researchers have explicit research agendas that focus on equity, equality, and social justice. Rather than aiming solely at traditional educational research outcomes, positive social and educational change is the focal outcome of inquiry. The researchers are diverse and their inquiries are far ranging in terms of content, people and geographic locations studied. These studies reflect new and exciting ways of researching and representing experience of the disenfranchised, underrepresented, and invisible groups seldom discussed in the literature, and challenge stereotypical or deficit oriented perspectives on these groups. This book informs pre-service and in-service teachers, educators, educational researchers, administrators, and educational policy makers, particularly those who advocate for people who are marginalized and those who are committed to the enactment of social justice and positive educational and social change.

Download or read book Indigenizing Education written by Jeremy Garcia and published by IAP. This book was released on 2022-01-01 with total page 341 pages. Available in PDF, EPUB and Kindle. Book excerpt: Indigenizing Education: Transformative Research, Theories, and Praxis brings various scholars, educators, and community voices together in ways that reimagines and recenters learning processes that embody Indigenous education rooted in critical Indigenous theories and pedagogies. The contributing scholar-educators speak to the resilience and strength embedded in Indigenous knowledges and highlight the intersection between research, theories, and praxis in Indigenous education. Each of the contributors share ways they engaged in transformative praxis by activating a critical Indigenous consciousness with diverse Indigenous youth, educators, families, and community members. The authors provide pathways to reconceptualize and sustain goals to activate agency, social change, and advocacy with and for Indigenous peoples as they enact sovereignty, selfeducation, and Native nation-building. The chapters are organized across four sections, entitled Indigenizing Curriculum and Pedagogy, Revitalizing and Sustaining Indigenous Languages, Engaging Families and Communities in Indigenous Education, and Indigenizing Teaching and Teacher Education. Across the chapters, you will observe dialogues between the scholar-educators as they enacted various theories, shared stories, indigenized various curriculum and teaching practices, and reflected on the process of engaging in critical dialogues that generates a (re)new(ed) spirit of hope and commitment to intellectual and spiritual sovereignty. The book makes significant contributions to the fields of critical Indigenous studies, critical and culturally sustaining pedagogy, and decolonization.

Download or read book Culturally Responsive Pedagogy written by Dennisha Murff and published by IAP. This book was released on 2020-01-01 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Culturally Responsive Pedagogy: Promising Practices for African American Male Students, I take us on a journey into teachers’ perceptions of the impact of implementing culturally responsive pedagogical (CRP) practices on the student learning outcomes of African American male students. The book also helps to identify teachers’ perceptions of the CRP strategies needed in the elementary school setting to address the diverse needs of African American male students. I share the story of educators from a large, diverse elementary school in an urban school district, who have made it their mission to provide African American male students with culturally responsive learning environments where they can thrive. Throughout the book, I make it clear that the implementation of CRP practices has a direct impact on the student learning outcomes of African American male students. The book provides additional research into the existing literature on CRP practices. Through a case study approach, my work allows for additional insight into the potential impact of CRP practices on the student learning outcomes of African American male students in an urban elementary school setting. The book takes us on a journey of highs and lows, ups and downs, and failures and successes. Throughout the book, rich, detailed stories and descriptions are shared based on classroom observations, interviews, and student learning outcomes collected from three elementary school teachers from diverse backgrounds and various years of experience. Classroom observations were conducted using the Culturally Responsive Instruction Observation Protocol™ (CRIOP) instrument to assess the practices being implemented in the classroom. As I focused on the hard realities that face African American male students in today’s classrooms, I identified six emerging themes, including one overarching emerging theme, and three promising practices that surfaced during my research. The CRP practices implemented proved helpful toward increasing learning outcomes for African American male students, and, ultimately, closing the achievement gap. As an African American educator, I have been able to see how the lack of culturally responsive practices creates learning obstacles for African American male students. These learning obstacles continue to plague a group that has been historically marginalized in our society. The implementation of CRP practices provides educators with an avenue to remedy a social justice issue that has plagued our nation for years. The information shared in this book can be beneficial for all those invested in closing the achievement gap and increasing student learning outcomes through the use of culturally responsive practices, including pre-service and in-service teachers, administrators, caregivers, community advocates, educational researchers, and policy makers.

Download or read book Beyond Retention written by Brenda L. H. Marina and published by IAP. This book was released on 2016-04-01 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Beyond Retention: Cultivating Spaces of Equity, Fairness, and Justice for Women of Color in U.S. Higher Education, Brenda Marina and Sabrina N. Ross address the continued underrepresentation of women faculty of color at predominantly White colleges and universities through a creative convergence of scholarship focused on intellectual activism and structural change. Inspired by the African American oral tradition of call and response, this text illuminates the calls, or personal narratives of women faculty of color who identify racialized, gendered, sexualized, and class-based challenges associated with work in predominantly White institutions. Accounts of social justice-oriented strategies, policies, and practices that support women faculty of color and reflections by women of color who are senior faculty members serve as literal and metaphorical responses. The convergence of calls for social justice and equity-minded responses and reflections in this text provide intellectual foundations for the development of higher education spaces where women faculty of color can thrive. Beyond Retention is a critical geographic project intended to identify and mitigate structures of oppression that act as barriers to the full incorporation of women of color in predominantly White academic contexts. This text will be of interest to scholars interested in curriculum topics of race, gender, sexuality, and place. The text offers strategies for coping and success for women of color in doctoral programs, faculty positions, and mid-level administration positions within the academy; as such, Beyond Retention will be a valuable addition to the reading libraries of each of these groups. Men and women with interests in the experiences of educators of color within predominantly White contexts will also gain valuable insights from this book, as will individuals interested in various areas of women studies, multicultural education, and diversity. Beyond Retention also provides accounts of practices and policies that have been successful in supporting the needs of women faculty of color; knowledge gained from this text will be useful for higher education administrators seeking to improve the campus climate for faculty of color. Additionally, human resource directors, equal opportunity specialists and diversity trainers will find this text helpful when considering strategies for managing diversity.

Download or read book Participatory Healthcare written by Jan Oldenburg and published by CRC Press. This book was released on 2016-08-05 with total page 275 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is written through the lens of patients, caregivers, healthcare representatives and families, highlighting new models of interaction between providers and patients and what people would like in their healthcae experience. It will envision a new kind of healthcare system that recommends on how/why providers must connect to patients and families using HIT, as well as suggestions about new kinds of HIT capabilities and how they would redesign systems of care if they could. The book will emphasize best practices, and case studies, drawing conclusions about new models of care from the stories and input of patients and their families reienforced with clinical research.

Download or read book Internationalizing Teaching and Teacher Education for Equity written by Jubin Rahatzad and published by IAP. This book was released on 2016-09-01 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Internationalizing Teaching and Teacher Education for Equity: Engaging Alternative Knowledges Across Ideological Borders, editors Jubin Rahatzad, Hannah Dockrill, JoAnn Phillion, and Suniti Sharma, present a collection of teacher educators’ cross?cultural perspectives on the formation of knowledge through the internationalization of teacher education. Each chapter contributes to ongoing discussions about the process of internationalization in teacher education, and the impact of crossing ideological boundaries on the practice of teaching and teacher education. The varied perspectives that authors offer establish the importance of ideological travel as imperative to preparing internationally competent educators. This collection seeks to engage readers in a variety of critical reflections on the often?presumed benefits of internationalization in teacher education. Through questioning the presumed benefits of globalization as a hegemonic ideology, readers will encounter alternative perspectives that demonstrate the possibility of thinking otherwise. The diverse perspectives available in this book broaden theory, research, and practice, working toward more critical spaces of engagement with the process of internationalization. This collection intends to challenge the maintenance of the dominant ideologies internationally through research from a multiplicity of backgrounds. Each chapter is informed by the authors’ commitment to an ethical practice within teacher education for the purpose of constructing equitable social relations, understanding the process of internationalizing teacher education as a social justice movement. Opportunities and challenges within international teacher education are offered to inspire meaningful praxis. Planetary understandings inform readers through critical examinations of theory, research, and practice for the purpose of equitable social and educational transformations.

Download or read book Are You Mixed written by Sonia E. Janis and published by IAP. This book was released on 2016-02-01 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Are You Mixed?, Sonia Janis explores the spaces in-between race and place from the perspective of an educator who is multi-racial. As she reflects on her own experiences as a seventh grade student up to her eventual appointment as a school administrator, she learns of the complexity of situating oneself in predetermined demographic categories. She shares how she explores the intricacies of undefined spaces that teach her to embrace differences, contradictions, and complexities in schools, neighborhoods and communities. Exploring the in-betweenness (Anzaldua & Keating, 2002; He, 2003, 2010) of her life as a multi-race person problematizes imbedded notions of race, gender, class, and power. The power of this memoir lies in its narrative possibilities to capture the contradictions and paradoxes of lives in-between race and place, “to honor the subtleties, fluidities, and complexities of such experience, and to cultivate understanding towards individual ... experience and the multicultural/multiracial contexts that shape and are shaped by such experience” (He, 2003, p. xvii). This memoir creates new ways to think about and write about in-between experience and their relevance to multicultural and multiracial education. Janis challenges educators, teachers, administrators, and policy makers to view the educational experience of students with multiracial, multicultural, and multilingual backgrounds by shattering predetermined categories and stereotyped classifications and looking into unknown and fluid realms of the in-betweenness of their lives. This challenge helps create equitable and just opportunities and engender culturally responsive and inspiring curricular and learning environments to bring out the best potential in all diverse schools, communities, neighborhoods, tribes and societies.

Download or read book Encyclopedia of Curriculum Studies written by Craig Kridel and published by SAGE. This book was released on 2010-02-16 with total page 1065 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Encyclopedia of Curriculum Studies provides a comprehensive introduction to the academic field of curriculum studies for the scholar, student, teacher, and administrator. The study of curriculum, beginning in the early 20th century, served primarily the areas of school administration and teaching and was seen as a method to design and develop programs of study. The field subsequently expanded to draw upon disciplines from the arts, humanities, and social sciences and to examine larger educational forces and their effects upon the individual, society, and conceptions of knowledge. Curriculum studies has now emerged to embrace an expansive and contested conception of academic scholarship while focusing upon a diverse and complex dynamic among educational experiences, practices, settings, actions, and theories in relation to personal and institutional needs and interests. The Encyclopedia of Curriculum Studies serves to inform and to introduce terms, events, documents, biographies, and concepts to assist the reader in understanding aspects of this rapidly changing field of study. Representative topics include: Origins, definitions, dimensions, and variations on Curriculum Studies Curriculum development and design for schools Curricular purpose, implementation, and evaluation Contemporary issues, e.g., standards, tests, and accountability Curricular dimensions of teaching and teacher education Interdisciplinary perspectives on institutionalized curriculum Informal curricula of homes, mass media, workplaces, organizations, and relationships Impact of race, class, gender, health, belief, appearance, place, ethnicity, language Relationships of curriculum and poverty, wealth, and related factors Modes of curriculum inquiry and research Curriculum as cultural studies, exploring the formation of identities and possibilities Corporate, state, church, and military influence as curriculum Global and international perspectives on curriculum Curriculum organizations, journals, and resources Summaries of books and articles on curriculum studies Biographic vignettes of key persons in curriculum studies Relevant photographs

Download or read book The SAGE Guide to Curriculum in Education written by Ming Fang He and published by SAGE Publications. This book was released on 2015-06-05 with total page 971 pages. Available in PDF, EPUB and Kindle. Book excerpt: The SAGE Guide to Curriculum in Education integrates, summarizes, and explains, in highly accessible form, foundational knowledge and information about the field of curriculum with brief, simply written overviews for people outside of or new to the field of education. This Guide supports study, research, and instruction, with content that permits quick access to basic information, accompanied by references to more in-depth presentations in other published sources. This Guide lies between the sophistication of a handbook and the brevity of an encyclopedia. It addresses the ties between and controversies over public debate, policy making, university scholarship, and school practice. While tracing complex traditions, trajectories, and evolutions of curriculum scholarship, the Guide illuminates how curriculum ideas, issues, perspectives, and possibilities can be translated into public debate, school practice, policy making, and life of the general public focusing on the aims of education for a better human condition. 55 topical chapters are organized into four parts: Subject Matter as Curriculum, Teachers as Curriculum, Students as Curriculum, and Milieu as Curriculum based upon the conceptualization of curriculum commonplaces by Joseph J. Schwab: subject matter, teachers, learners, and milieu. The Guide highlights and explicates how the four commonplaces are interdependent and interconnected in the decision-making processes that involve local and state school boards and government agencies, educational institutions, and curriculum stakeholders at all levels that address the central curriculum questions: What is worthwhile? What is worth knowing, needing, experiencing, doing, being, becoming, overcoming, sharing, contributing, wondering, and imagining? The Guide benefits undergraduate and graduate students, curriculum professors, teachers, teacher educators, parents, educational leaders, policy makers, media writers, public intellectuals, and other educational workers. Key Features: Each chapter inspires readers to understand why the particular topic is a cutting edge curriculum topic; what are the pressing issues and contemporary concerns about the topic; what historical, social, political, economic, geographical, cultural, linguistic, ecological, etc. contexts surrounding the topic area; how the topic, relevant practical and policy ramifications, and contextual embodiment can be understood by theoretical perspectives; and how forms of inquiry and modes of representation or expression in the topic area are crucial to develop understanding for and make impact on practice, policy, context, and theory. Further readings and resources are provided for readers to explore topics in more details.

Download or read book Love Justice and Education written by William H. Schubert and published by IAP. This book was released on 2010-01-01 with total page 285 pages. Available in PDF, EPUB and Kindle. Book excerpt: Love, Justice, and Education by William H. Schubert brings to life key ideas in the work of John Dewey and their relevance for the world today. He does this by imagining continuation of a highly evocative article that Dewey published in the New York Times in 1933. Dewey wrote from the posture of having visited Utopia. Schubert begins each of thirty short chapters with a phrase or sentence from Dewey's article, in response to which a continuous flow of Utopians consider what is necessary for educational and social reform among Earthlings. Schubert encourages the Utopians, who have studied Earthling practices and literatures, to recommend from their experience what Earthlings need for educational and social reform and how they can address obstacles to that reform. The Utopians speak to myriad implications of Dewey's report by drawing upon a wide range of philosophical, literary, and educational ideas - including many of Dewey's other writings. Their central message is that loving relationships and empathic dedication to social justice are necessary for educational reform that responds wholeheartedly to learner needs and interests. True to Dewey's original position, such education must be built upon social reform that works to overcome acquisitive society based on greed: the principal impediment to realizing human potential, democratic society, and educational relationships that enhance it. To overcome the debilitating acquisitiveness that plagues Earth is the challenge for educators and all human beings who seek to involve the young in composing their lives and cultivating a world of integrity, beauty, justice, love, and continuously evolving capacities of humanity.

Download or read book Journal of Critical Inquiry Into Curriculum and Instruction written by and published by . This book was released on 2002 with total page 350 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Music as Social Life written by Thomas Turino and published by University of Chicago Press. This book was released on 2008-10-15 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt: In 'Music as Social Life', Thomas Turino explores why it is that music and dance are so often at the centre of our most profound personal and social experiences.

Download or read book Internationalizing Teacher Education for Social Justice written by JoAnn Phillion and published by IAP. This book was released on 2014-03-01 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: In Internationalizing Teacher Education for Social Justice: Theory, Research, and Practice, editors Suniti Sharma, JoAnn Phillion, Jubin Rahatzad, and Hannah L. Sasser present a collection of personal, passionate, and participatory global perspectives of teacher educators on internationalizing teacher education for social justice. The reader will encounter each author’s personal and professional journey into global classrooms for internationalizing teacher education and supporting future teachers in developing competencies necessary for addressing the academic needs of diverse K-12 classrooms. This collection provides a broad, critical, and interpretive overview of shifts in U.S. and global perspectives to offer transformative frameworks and strategies on preparing K-12 teachers to meet the complex demands for skills in the twenty-first century. The global tenor of this book, framed by theory, research, and practice spanning several countries provides a timely contribution to internationalizing teacher education for social justice in the twenty-first century. The authors’ dedication to preparing teachers who have knowledge of world cultures and global issues, combined with a deep commitment to social justice for promoting equity in education, informs each chapter. The authors take up the internationalization of teacher education for social justice as both an opportunity and a challenge, transcending rhetoric to meaningful action, situating their global understanding to inform readers of critical engagement with, and examination of, theory, research, and practice for effecting social and educational change.

Download or read book Listening to and Learning from Students written by Brian D. Schultz and published by IAP. This book was released on 2011-01-01 with total page 233 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book embraces the idea of listening to and learning from students. Although many educational theorists have long argued that incorporating children’s perspectives about teaching and curriculum has the potential for increasing students’ interest and participation in learning, their radical perspectives are still ignored or dismissed in theory and practice. Through featured essays, historical excerpts, and provocative poetry, this collection provides research literature and inquiry ideas that ought to be part of educational debates, policy discussions, and decision makings. Articulated through thoughtful prose and discerning analysis, youth, teachers, and scholars featured in this collection illuminate the power and promise of not only listening to and learning from students, but also acting upon the insights of students. This book calls for the 21st century educational workers--teachers, educators, parents, community workers, administrators, and policy makers--to perceive students as massive reservoirs of knowledge that invigorate possibilities for teaching, learning, and curriculum in the contested educational landscape.

Download or read book Teachers as Researchers written by Joe L. Kincheloe and published by Psychology Press. This book was released on 2003 with total page 303 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides a critique of teachers' work in a era marked by top-down technical standards. It urges teachers to engage in the debate on educational research by undertaking meaningful teacher research.

Download or read book On Being a Person written by Todd Speidell and published by Wipf and Stock Publishers. This book was released on 2002-12-02 with total page 297 pages. Available in PDF, EPUB and Kindle. Book excerpt: From the Introduction: "The approach of this text will be multidisciplinary: psychologists, philosophers, theologians, and ethicists grappling with what it means to be a person. This volume will not attempt to provide a comprehensive history of psychology but will instead focus on selected representatives of various paradigms of psychology: from the first systematic psychologist, Aristotle, through psychology's development as an empirical science, and to recent developments in family systems theory. It will especially emphasize a social-relational-spiritual view of the self: namely, human relations to God and to others are essential to humanity."