Education: relations with parents Books

Book SynopsisThis book is written by a diverse group of educators who spent the better part of one year learning about and implementing antiracist pedagogy. We hope our work is inspiring to other educators who want to learn more about antiracist pedagogy; more than that, we hope it provides a tool to engage with and speak back against repressive policies that seek to push out antiracist pedagogies. We worry that antiracist pedagogy has become a buzzword in scholarship and public discourse simultaneously feared, silenced, hated, misunderstood, misused, and appropriated. We believe antiracist pedagogy has a place in democratic education. Therefore, we consider this book to be a clarifying project. In it, we provide precise definitions and concrete examples to demonstrate how antiracist pedagogy is a way of teaching and learning that engages past failures of American democracy in order to inspire students to take action toward fulfilling the promise of American democracy. Table of ContentsIntroduction: The Role of Antiracist Pedagogy in Democratic Education Angela V. Walker, Erin T. Miller, & Scott R. GartlanChapter One: Antiracist Pedagogy: An Overview Erin Miller & Angela Walker Chapter Two: Dismantling Internalized Anti-Black Racism in Advanced English Literature InstructionAngela V. Walker Chapter Three: Justice is more Important than Kindness: Antiracist Pedagogy in a 1st Grade ClassroomAnnie Galligan Chapter Four: Middle School English Language Arts: My Personal Story of Exploration, Empowerment & Antiracist TeachingSeun Omitoogun Chapter Five: Confronting Scientific Racism and Eugenics in a Freshman Biology CoursePablo ChialvoChapter Six: A Revised Narrative of the Civil Rights Movement and the Power of People in a High School History CourseElizabeth Veilleux HaynesChapter Seven: Middle School Biology Students Learn How Structural Racism in the US Shaped Our COVID Experience Evie Elson Chapter Eight: Intersectionality & Antiracism: Leadership Pedagogy with College Conclusion: Necessary Damage: A Conclusion Angela V. Walker& Erin T. Miller

Read more less

Book SynopsisThis book is written by a diverse group of educators who spent the better part of one year learning about and implementing antiracist pedagogy. We hope our work is inspiring to other educators who want to learn more about antiracist pedagogy; more than that, we hope it provides a tool to engage with and speak back against repressive policies that seek to push out antiracist pedagogies. We worry that antiracist pedagogy has become a buzzword in scholarship and public discourse simultaneously feared, silenced, hated, misunderstood, misused, and appropriated. We believe antiracist pedagogy has a place in democratic education. Therefore, we consider this book to be a clarifying project. In it, we provide precise definitions and concrete examples to demonstrate how antiracist pedagogy is a way of teaching and learning that engages past failures of American democracy in order to inspire students to take action toward fulfilling the promise of American democracy. Table of ContentsIntroduction: The Role of Antiracist Pedagogy in Democratic Education Angela V. Walker, Erin T. Miller, & Scott R. GartlanChapter One: Antiracist Pedagogy: An Overview Erin Miller & Angela Walker Chapter Two: Dismantling Internalized Anti-Black Racism in Advanced English Literature InstructionAngela V. Walker Chapter Three: Justice is more Important than Kindness: Antiracist Pedagogy in a 1st Grade ClassroomAnnie Galligan Chapter Four: Middle School English Language Arts: My Personal Story of Exploration, Empowerment & Antiracist TeachingSeun Omitoogun Chapter Five: Confronting Scientific Racism and Eugenics in a Freshman Biology CoursePablo ChialvoChapter Six: A Revised Narrative of the Civil Rights Movement and the Power of People in a High School History CourseElizabeth Veilleux HaynesChapter Seven: Middle School Biology Students Learn How Structural Racism in the US Shaped Our COVID Experience Evie Elson Chapter Eight: Intersectionality & Antiracism: Leadership Pedagogy with College Conclusion: Necessary Damage: A Conclusion Angela V. Walker& Erin T. Miller

Read more less

Book SynopsisPracticing equity in our schools can ensure all students master rigorous standards and graduate high school college and/or career ready. The author, a long-time public-school educator, helps her colleagues understand more deeply what the practice of equity involves and how to use it to create cultures and systems in our current schools that go beyond a rudimentary education for some students to ensuring even the most marginalized of students achieve at the highest levels. This book encourages teachers, principals, and district leaders to each maximize the practice of equity in their various positions so that together we ensure a bright future for our children and our country. Equity practices in nurturing school culture, reading instruction, content area literacies, effective instructional practices, student supports, social services, and distribution of resources is required to ensure equality in outcomes so that education truly becomes the great equalizer Horace Mann proclaimed itTrade ReviewIf you’ve picked up this book, you already understand the urgency of equity - educating all students to high levels. This book is comprehensive & concise, personal & research based, and provides all you need to begin or continue the equity journey in your classroom, school, or district. Dr. Holmes has navigated this journey in multiple settings, and provides up-to-date information on what works and what needs to change. Anecdotes and data provide the motivation to keep yourself going and get others on board, reflection questions provide the basis for individuals and groups to examine their current beliefs and practices, and research-based strategies provide the basis for deciding what to do next. -- Marcia Grabow, Engineer, Math Teacher, and Data AnalystGwenCarol Holmes writes powerfully, from her heart, about how others can take up her mission: relentless pursuit of excellence for all students. As a teacher, a school operator, a school improvement coach, and a superintendent, Holmes has spoken truth to power. Her reflections on a career full of determination, hard work, and countless successes shines a light on the daily changes that any educator can make in order to make a difference for the children who need it most. I will be sharing this book with many educators! -- Cheryl L. Sattler, JD, PhD, Federal Education Policy Expert and Child AdvocateDr. GwenCarol Holmes provides insightful, impactful and practical steps to affording an equitable education for all students especially our most marginalized students in education. If you are striving to unapologetically remove barriers and change the culture of your school or school system; then this book will provide guidance for ensuring that the social, emotional and academic learning needs of students are met to provide an equitable learning experience. From understanding what equity means in education to truly focusing on core instruction to equitably allocating resources; this book is a must read for all educators to truly change the equity narrative in education. Dr. Holmes has applied her experiences throughout her 40+ years in education to provide a profound perspective on equity for all in schools across the nation! -- Gregory C. Hutchings, Founder and CEO, Revolutionary ED, LLC; former superintendentI appreciate and applaud Dr. Homes’ thoughtful, thorough, and research rich examination of equity within our schools. She passionately guides us on a journey to do what’s right by our most precious resource: our children. Dr. Holmes educates us on the nuances that we need to reach every child regardless of academic demands, language differences, poverty, mental health needs or social-emotional necessities. I dare school boards, health professionals, parents, and business owners to sample the book to truly understand the complexities and the comprehensive nature required to create a team to educate our children. Dr. Holmes writes with the detail of a map maker, the determination of a protector of culture and community, the storytelling of a historian, and the heart of all educators. If you are a lover of ‘choose your own adventure’ novels, you will find this book one to treasure as there are numerous paths each school/district can follow to find their way to mastery. -- Debra Gutknecht, former Director of Student Services, Blaine County School DistrictTable of ContentsPreface: Rigorous Education for All Chapter 1: What Is Equity? Chapter 2: Foundations of Equity in Schools Chapter 3: Building Cultures that Support Equity Chapter 4: Reading - the Basis of Equity in School Chapter 5: Literacy in the Content AreasChapter 6: Highly Effective Instruction Chapter 7: Student Supports Chapter 8: Social Services: Why We Need Them Chapter 9: Allocating Resources for Equity Epilogue Appendix A: Professional Learning Plans Appendix B: Reflections and Next StepReferences

Read more less

Book SynopsisPracticing equity in our schools can ensure all students master rigorous standards and graduate high school college and/or career ready. The author, a long-time public-school educator, helps her colleagues understand more deeply what the practice of equity involves and how to use it to create cultures and systems in our current schools that go beyond a rudimentary education for some students to ensuring even the most marginalized of students achieve at the highest levels. This book encourages teachers, principals, and district leaders to each maximize the practice of equity in their various positions so that together we ensure a bright future for our children and our country. Equity practices in nurturing school culture, reading instruction, content area literacies, effective instructional practices, student supports, social services, and distribution of resources is required to ensure equality in outcomes so that education truly becomes the great equalizer Horace Mann proclaimed itTrade ReviewIf you’ve picked up this book, you already understand the urgency of equity - educating all students to high levels. This book is comprehensive & concise, personal & research based, and provides all you need to begin or continue the equity journey in your classroom, school, or district. Dr. Holmes has navigated this journey in multiple settings, and provides up-to-date information on what works and what needs to change. Anecdotes and data provide the motivation to keep yourself going and get others on board, reflection questions provide the basis for individuals and groups to examine their current beliefs and practices, and research-based strategies provide the basis for deciding what to do next. -- Marcia Grabow, Engineer, Math Teacher, and Data AnalystGwenCarol Holmes writes powerfully, from her heart, about how others can take up her mission: relentless pursuit of excellence for all students. As a teacher, a school operator, a school improvement coach, and a superintendent, Holmes has spoken truth to power. Her reflections on a career full of determination, hard work, and countless successes shines a light on the daily changes that any educator can make in order to make a difference for the children who need it most. I will be sharing this book with many educators! -- Cheryl L. Sattler, JD, PhD, Federal Education Policy Expert and Child AdvocateDr. GwenCarol Holmes provides insightful, impactful and practical steps to affording an equitable education for all students especially our most marginalized students in education. If you are striving to unapologetically remove barriers and change the culture of your school or school system; then this book will provide guidance for ensuring that the social, emotional and academic learning needs of students are met to provide an equitable learning experience. From understanding what equity means in education to truly focusing on core instruction to equitably allocating resources; this book is a must read for all educators to truly change the equity narrative in education. Dr. Holmes has applied her experiences throughout her 40+ years in education to provide a profound perspective on equity for all in schools across the nation! -- Gregory C. Hutchings, Founder and CEO, Revolutionary ED, LLC; former superintendentI appreciate and applaud Dr. Homes’ thoughtful, thorough, and research rich examination of equity within our schools. She passionately guides us on a journey to do what’s right by our most precious resource: our children. Dr. Holmes educates us on the nuances that we need to reach every child regardless of academic demands, language differences, poverty, mental health needs or social-emotional necessities. I dare school boards, health professionals, parents, and business owners to sample the book to truly understand the complexities and the comprehensive nature required to create a team to educate our children. Dr. Holmes writes with the detail of a map maker, the determination of a protector of culture and community, the storytelling of a historian, and the heart of all educators. If you are a lover of ‘choose your own adventure’ novels, you will find this book one to treasure as there are numerous paths each school/district can follow to find their way to mastery. -- Debra Gutknecht, former Director of Student Services, Blaine County School DistrictTable of ContentsPreface: Rigorous Education for All Chapter 1: What Is Equity? Chapter 2: Foundations of Equity in Schools Chapter 3: Building Cultures that Support Equity Chapter 4: Reading - the Basis of Equity in School Chapter 5: Literacy in the Content AreasChapter 6: Highly Effective Instruction Chapter 7: Student Supports Chapter 8: Social Services: Why We Need Them Chapter 9: Allocating Resources for Equity Epilogue Appendix A: Professional Learning Plans Appendix B: Reflections and Next StepReferences

Read more less

Book SynopsisCreating a school and community culture where students and staff are valued and respected and where the curriculum and students'' social and emotional wellness are prioritized is at the heart of this book. Equity Implementation: A Case Study and Practices for Educators and Leaders is the follow-up to Shatter the System: Equity Leadership and Social Justice Advocacy in Education. This book draws on the major themes and frameworks presented in Shatter the System to take you on a journey in the life of a school district that reflects the many challenges and triumphs schools experience today. It highlights how educators and leaders within the Ascension School District, a fictitious district, collaborate with their students, school board members, colleagues, and other concerned partners to promote transformational changes to curriculum and social and emotional wellness for all members of the school's community. Equity-mindful and equity-minded reflections, practices, exercises, and actiTrade ReviewDrs. Maxwell and Brown-Thirston present a compelling analysis of equity education. This book empowers educators to implement equitable practices and inspires readers to commit to transformative change and disruptive practices in education that impact diverse students. This framework is a necessary tool to develop students to not only succeed in the American economy but also compete globally. In their utilization of case studies, I saw the stories of many broken educational systems where millions of our students are educated. This book is a necessary contribution to the field; it provides in depth analysis, thoughtful reflection, and conjures meaningful dialogue to impact current and future generations. This is a must read! -- Angela Swain, Dr., Leadership Development Coach and Business Psychologist, Trifecta Business CoachI love the direct, no-nonsense, and thoughtful approach. I also really like the key terms and phrases as well as the key takeaways that summarize what readers should have learned. We need more, not less of this kind of scholarship! -- Cherisse Jones-Branch, Dr., Dean of the Graduate School and Professor of History, Arkansas State UniversityDrs. Andrea Brown-Thirston and Candice Dowd Maxwell provide much-needed guidance to support organizational leaders with tools and strategies to make their organizations more diverse, equitable and inclusive. Included within the text are case studies, video references and team exercises at the end of the chapter to engage teams in DEI efforts. They have developed a text that presents insights from diverse perspectives, while supporting organizations to develop exceptional DEI outcomes. Both authors have years’ experience supporting organizational leaders to make DEI a priority for developing their organizational culture. The content and timing of this book could not have come at a better time. -- Crystal Wash, M.B.A, M.Ed., Executive Director and Founder of Consortium for Educational Research and Advancement (CERA)As a Diversity, Equity, Inclusion, and Belonging (DEIB) focused educational professional, I was thrilled to read Dr. Candice Dowd Maxwell’s (2022) publication, Shatter the System. The practical guidance on the Equity and Social Change Process (ESCP), aided in my work as an advocate and activist within my institution and community. With her second publication, Maxwell walks us through the hard work of creating equity ecosystems. This work is not only timely for the political and social climate we find ourselves in, but we are positioned for a great culture change in education. “The bottom line is the student demographics in public education are changing. School personnel needs to be ready with a culturally affirming, not just culturally responsive, curriculum.” You can see this in her Equitable-Social Change Process (ESCP) as described in Shatter the System, and in her second work, we expound on the final step, auditing and accountability. While those of us who do this work can relate to awareness, advocacy, and access, we often fall short in accountability. Accountability is beyond understanding systems failures, and as Dr. Maxwell states, “...responsibility for actions, behaviors, and thinking of the individuals who have made and detailed their commitment to the process….” Now more than ever, educational systems must take ownership of the systems they allow to dictate policy, practice, and curriculum. It is our responsibility and our imperative as socially conscious educators and equity advocates to do the work. -- B.E. Hendrix, M.S., DEIB Educator, Student Success Advisor, Walden UniversityTable of ContentsForewordPrefaceAcknowledgmentIntroductionSection 1: Why this Book and How Will It Help Me?Chapter 1: Making the CaseChapter 2: Introducing the Ascension School District Chapter 3: Honoring the Personal JourneyChapter 4: Cultivating an Equity EcosystemSection 2: Planning for ChangeChapter 5: Equitable Curriculum and Instruction in Elementary School Chapter 6: Equitable Curriculum and Instruction in Middle School Chapter 7: Equitable Curriculum and Instruction in High SchoolChapter 8: Social and Emotional Wellness and Wellbeing in Elementary School Chapter 9: Social and Emotional Wellness and Wellbeing in Middle School Chapter 10: Social and Emotional Wellness and Wellbeing in High School Chapter 11: Leveraging the Commitment to PracticeAbout the Authors

Read more less

Book SynopsisCreating a school and community culture where students and staff are valued and respected and where the curriculum and students'' social and emotional wellness are prioritized is at the heart of this book. Equity Implementation: A Case Study and Practices for Educators and Leaders is the follow-up to Shatter the System: Equity Leadership and Social Justice Advocacy in Education. This book draws on the major themes and frameworks presented in Shatter the System to take you on a journey in the life of a school district that reflects the many challenges and triumphs schools experience today. It highlights how educators and leaders within the Ascension School District, a fictitious district, collaborate with their students, school board members, colleagues, and other concerned partners to promote transformational changes to curriculum and social and emotional wellness for all members of the school's community. Equity-mindful and equity-minded reflections, practices, exercises, and actiTrade ReviewDrs. Maxwell and Brown-Thirston present a compelling analysis of equity education. This book empowers educators to implement equitable practices and inspires readers to commit to transformative change and disruptive practices in education that impact diverse students. This framework is a necessary tool to develop students to not only succeed in the American economy but also compete globally. In their utilization of case studies, I saw the stories of many broken educational systems where millions of our students are educated. This book is a necessary contribution to the field; it provides in depth analysis, thoughtful reflection, and conjures meaningful dialogue to impact current and future generations. This is a must read! -- Angela Swain, Dr., Leadership Development Coach and Business Psychologist, Trifecta Business CoachI love the direct, no-nonsense, and thoughtful approach. I also really like the key terms and phrases as well as the key takeaways that summarize what readers should have learned. We need more, not less of this kind of scholarship! -- Cherisse Jones-Branch, Dr., Dean of the Graduate School and Professor of History, Arkansas State UniversityDrs. Andrea Brown-Thirston and Candice Dowd Maxwell provide much-needed guidance to support organizational leaders with tools and strategies to make their organizations more diverse, equitable and inclusive. Included within the text are case studies, video references and team exercises at the end of the chapter to engage teams in DEI efforts. They have developed a text that presents insights from diverse perspectives, while supporting organizations to develop exceptional DEI outcomes. Both authors have years’ experience supporting organizational leaders to make DEI a priority for developing their organizational culture. The content and timing of this book could not have come at a better time. -- Crystal Wash, M.B.A, M.Ed., Executive Director and Founder of Consortium for Educational Research and Advancement (CERA)As a Diversity, Equity, Inclusion, and Belonging (DEIB) focused educational professional, I was thrilled to read Dr. Candice Dowd Maxwell’s (2022) publication, Shatter the System. The practical guidance on the Equity and Social Change Process (ESCP), aided in my work as an advocate and activist within my institution and community. With her second publication, Maxwell walks us through the hard work of creating equity ecosystems. This work is not only timely for the political and social climate we find ourselves in, but we are positioned for a great culture change in education. “The bottom line is the student demographics in public education are changing. School personnel needs to be ready with a culturally affirming, not just culturally responsive, curriculum.” You can see this in her Equitable-Social Change Process (ESCP) as described in Shatter the System, and in her second work, we expound on the final step, auditing and accountability. While those of us who do this work can relate to awareness, advocacy, and access, we often fall short in accountability. Accountability is beyond understanding systems failures, and as Dr. Maxwell states, “...responsibility for actions, behaviors, and thinking of the individuals who have made and detailed their commitment to the process….” Now more than ever, educational systems must take ownership of the systems they allow to dictate policy, practice, and curriculum. It is our responsibility and our imperative as socially conscious educators and equity advocates to do the work. -- B.E. Hendrix, M.S., DEIB Educator, Student Success Advisor, Walden UniversityTable of ContentsForewordPrefaceAcknowledgmentIntroductionSection 1: Why this Book and How Will It Help Me?Chapter 1: Making the CaseChapter 2: Introducing the Ascension School District Chapter 3: Honoring the Personal JourneyChapter 4: Cultivating an Equity EcosystemSection 2: Planning for ChangeChapter 5: Equitable Curriculum and Instruction in Elementary School Chapter 6: Equitable Curriculum and Instruction in Middle School Chapter 7: Equitable Curriculum and Instruction in High SchoolChapter 8: Social and Emotional Wellness and Wellbeing in Elementary School Chapter 9: Social and Emotional Wellness and Wellbeing in Middle School Chapter 10: Social and Emotional Wellness and Wellbeing in High School Chapter 11: Leveraging the Commitment to PracticeAbout the Authors

Read more less

Book SynopsisThe Green Book: For Black Folks inEducation is a non-fiction book written for parents and educators to examine best practices for supporting Black children in schools. Dr. Brown addresses topics such as parenting, high expectations, unconscious bias, community, culture, and navigating the traditional American educational system. This book provides a professional and personal lens to view the experiences of Black children in schools.Table of ContentsChapter 1: Elementary SchoolBefore Entering School Home BaseKindergartenGuidance for Parents During KindergartenVeteran Parents, Other Parents, Collaborative ParentingSupport StaffPara-professionalsListen to Your ChildListen to your Child’s Body LanguageOver-discipling Black ChildrenAbusive Parenting is Worse than Racist TeachersYour Child Will Tell on YouCommunity MattersHistorical Reasoning for DivisionDivided By ColorismChapter 2: Middle School – The Middle PassageGrowing BodiesParenting MattersHumble ParentingMental/Psychological Growth, Parenting the MindPractical Application of How to Attend to the Psychological Needs of PreteensTribal AffiliationThe Importance of Reasonable ConsequencesUnderstand What You Are Going ThroughBlack Middle School TeachersWhat Should Black Middle School Teachers Do?What Ambitious Black Teacher Should Expect?The Wrong Friends/Peer PressureWhat Are Parents to Do? The Need for a Father, A Father’s RoleSingle Mothers and Absentee FathersFathers, Be HonestGood versus Bad TeachersIdentifying Good TeachersFearful TeachersOur Hood Hero, Mr. WillValue Experiential IntelligenceThe Importance of Physical ActivitiesBoxing Saves Lives – Fighting is GoodA Student’s Perspective – Teens Read Energy WellChapter 3: High School9th GradeStudent Perceptions, How Teens See the WorldEating Free LunchGymnasiumSolutions for the GymHallwaysThe Desperate MixerChoose Friends Wisely (Two Friends)Walking Away from GangsLife-Long BrothersWalking AloneWalking HomeGoing to the StoreClothing, Fits, Gear, DripMike’s Dirty Little BrotherTransformative, Revolutionary EducatorsRace, Diversity, and InclusionHurt Parents, Hurt ChildrenSmart Is the New GangsterIneffective Professional Development, Teachers That Hate LearningThe Soft Racism of Low ExpectationsSolutions for Latino Educators, Latinos are Black, Embrace your BlacknessBlack Educators That Dislike Black ChildrenSolutions: SAY IT LOUD, BE PROUD10th GradeSolutions for Tenth GradersMentoring, Big BroAlpha StudentsVillage MentalityLazy ParentingInvest in your ChildrenPacifying Adult ChildrenKids are Always WatchingPassing the Torch (Black Trauma) Effectively Commutating – Words Hurt11th GradeImmediate Finance Versus Long-Term Goals SolutionsPaycheck Collectors12th GradeDelayed GratificationTheir Expectations About CollegeWhen Students are IndependentFake Friends - Peer RelationshipsFamilyBitter TeachersSocial-Emotional Intellect of TeachersFun StuffSchool TripsProms ARE LITGraduation: End of the RoadRemember Your WhyBibliography

Read more less

Book SynopsisTeaching Mindfulness to Teens as a Path of Empowerment is a teacher-level perspective on mindfulness instruction that has systems-level implications. Mindfulness instruction is framed as a powerful ally to social justice and antiracist practice; and as a path of empowerment, warriorship, self-healing, and collective transformation. In stand-alone essays that are rich with personal stories and student reflections, Meghan LeBorious lays the groundwork for a thriving mindfulness classroom that is highly engaging, rigorous, student-centered, and antiracist. She inspires readers to dig deep, imagine what is possible, and collaborate in making the world we most want to live in, one in which every student is seen, supported, valued, and inspired; and is armed with the tools they need to step into their full power and potential.

Read more less

Book SynopsisTeaching Mindfulness to Teens as a Path of Empowerment is a teacher-level perspective on mindfulness instruction that has systems-level implications. Mindfulness instruction is framed as a powerful ally to social justice and antiracist practice; and as a path of empowerment, warriorship, self-healing, and collective transformation. In stand-alone essays that are rich with personal stories and student reflections, Meghan LeBorious lays the groundwork for a thriving mindfulness classroom that is highly engaging, rigorous, student-centered, and antiracist. She inspires readers to dig deep, imagine what is possible, and collaborate in making the world we most want to live in, one in which every student is seen, supported, valued, and inspired; and is armed with the tools they need to step into their full power and potential.

Read more less

Book SynopsisBlack Girls Experiencing Their Intersectional Identities in School explores the subjective experience of Black girls within the educational context. Based on interviews, diary entries, and focus groups, the author argues that as a result of their intersectional identities, Black girls experience unique challenges and obstacles in the educational setting. Addressing topics ranging from interpersonal relationships, social media, beauty, sexuality, hypervisibility/invisibility, and microaggressions, this book highlights the voices and experiences of Black girls between the ages of 11 and 15. The Girls provide a narrative account of the challenges they face daily in the educational context, describing in detail, the factors that maintain and perpetuate volatile conditions. Additionally, this book explores the coping strategies that this group of Black girls developed to resist and respond to the daily obstacles. Ultimately, this book not only identifies the unique struggles faced by BlackTable of ContentsChapter 1: The Roots of HER-Story Chapter 2: Everyday Stressors Chapter 3: Interactions and Relationships with Teachers, Administration, and School Staff Chapter 4: Microaggressions Chapter 5: Coping Strategies Chapter 6: From Theory to Praxis Appendix A: Methodology and Project Design Appendix B: Summary of Themes and Behavioral Difference Appendix C: Supplemental Resources

Read more less

Book SynopsisBlack Girls Experiencing Their Intersectional Identities in School explores the subjective experience of Black girls within the educational context. Based on interviews, diary entries, and focus groups, the author argues that as a result of their intersectional identities, Black girls experience unique challenges and obstacles in the educational setting. Addressing topics ranging from interpersonal relationships, social media, beauty, sexuality, hypervisibility/invisibility, and microaggressions, this book highlights the voices and experiences of Black girls between the ages of 11 and 15. The Girls provide a narrative account of the challenges they face daily in the educational context, describing in detail, the factors that maintain and perpetuate volatile conditions. Additionally, this book explores the coping strategies that this group of Black girls developed to resist and respond to the daily obstacles. Ultimately, this book not only identifies the unique struggles faced by BlTrade ReviewBlack Girls Experiencing Their Intersectional Identities in School: A Her-Story comes at a pivotal moment when attacks and microaggressions against black girls have been made irrevocably public. From classroom assaults, to over-policing black girls for swimming while black, to receiving disciplinary action for being our beautiful, natural and nappy selves—the resilient voices of young, gifted, and black girls are pushed forth in meaningful scholarship that can help us all to better negotiate the troubled water of raced and gendered spaces. With recent reports that black girls and women are the most educated demographic in the United States, the work done by Crystal L. Edwards is invaluable in understanding the psycho-social journey of black girls through the educational pipeline. It is well-researched, thoughtful scholarship that adds another layer of sophistication to the black feminist intellectual tradition, but beyond that it is work that declares, unapologetically, that black girls’ experiences matter and that many of us are, in fact, paying attention. -- Kameelah Martin, College of CharlestonTable of ContentsChapter 1: The Roots of HER-StoryChapter 2: Everyday StressorsChapter 3: Interactions and Relationships with Teachers, Administration, and School StaffChapter 4: MicroaggressionsChapter 5: Coping StrategiesChapter 6: From Theory to PraxisAppendix A: Methodology and Project DesignAppendix B: Summary of Themes and Behavioral DifferenceAppendix C: Supplemental Resources

Read more less

Book SynopsisThe infamous rise in characterizations of white women as Becky(s) is a modern phenomenon, different from past characterizations like the Miss Anne types. But just who embodies the Becky? Why is it important to understand, especially with regards to anti-racism and racial justice? Understanding that learning, even discussing, dynamics of race and gender are oftentimes met with discomfort and emotional resistance, this creative, yet theoretical book merges social science analyses with literary short stories as a way to more effectively teach about the impact of whiteness and gender. Additionally, the book includes guiding questions so that readers can critically reflect on the behaviors of Becky(s) and how they impact the hope for racial harmony. Designed specifically for both educational spaces and the larger society, the author, an educational researcher and former classroom teacher, approaches the topic of race and gender, specifically whiteness and white women, in a nuanced manner. BTrade ReviewSurviving Beckys is revelatory in content, revolutionary in form. Contributors’ stories of white supremacy and the Becky phenomenon are powerful and nuanced—every one a gift to the consciousness and an ode to Derrick Bell’s Faces at the Bottom of the Well. Their stories, woven with Matias’s pointed and unflinching analysis, make this an engaging, invaluable read for anyone hoping to more deeply understand the accumulative ravages of racism. -- Paul Gorski, founder of the Equity Literacy InstituteTable of ContentsIntroduction Acknowledgements Section 1: Becky(s) as Colonizers Chapter 1: The Makeover not the Takeover: Surviving the Becky Coup D’Etat, Darryl A. Brice and Derrick R. Brooms Chapter 2: The Battle of the Elders: Queen Becky and the Table of Elders, Eligio Martinez Jr. Section 1: Guiding Questions Section 2: Becky(s) as Weaponized Emotionalities Chapter 3: The Ultimate Superpower: Surviving Becky’s Tears, Erica R. Wallace & Rachel Kline Chapter 4: Attack of the 50-ft Becky, Kakali Bhattacharya and Paul Maxfield Section 2: Guiding Questions Section 3: Becky(s) as Entitlement and Privilege Chapter 5: The World According to Becky: An Inverse Chronology of Humanity in a Teacher Preparation Program, Justin P. Jiménez Chapter 6: This Ain’t No “Wizard of Oz,” Becky!, G. L. Sarcedo Chapter 7: Surviving Becky in Space, Melva R. Grant Section 3: Guiding Questions Section 4: Becky(s) as Terrors Chapter 8: Nightmare on Black Magic Street: The Reality Of Staying Woke, Rebecca George and Alexanderia Smith Chapter 9: When you cross a Becky: A Monologue, Scott Farver Section 4: Guiding Questions Section 5: Becky(s) as Presumed Experts & Usurped Authority Chapter 10: Waiting to Excel, Justine Lee and Autumn A. Griffin Chapter 11: Racism: Becky’s Dance Around the Other ‘R-Word’ in Student Affairs, Nolan L. Cabrera Section 5: Guiding Questions Section 6: Becky(s) as Allies? Victims? Chapter 12: The Guilt of a Becky, Kara Mitchell Viesca Chapter 13: “Aren’t I Great!”: The Tale of a Self-Presumed Heroic Becky, Kelly E. Demers and Aubrey Scheopner Torres Chapter 14: White Lady, Korina M. Jocson Section 6: Guiding Questions Section 7: Becky(s) as Violent Chapter 15: Present tense: A Southern Gothic of Schooling, Kevin Lawrence Henry, Jr. Chapter 16: Slow Death by Becky: Cause, Asphyxiation, Shelby Dawkins-Law Section 7: Guiding Questions Section 8: Becky(s) as Manipulators and Gaslighters Chapter 17: Facing the Becky Within, Socorro Morales Chapter 18: When Mediocrity Fails to Shine: The Case of Becky the Mad Beckologist and Dejanae the Humanoid, Leta Hooper and Wyletta Gamble-Lomax Chapter 19: Who is Dr. Farsa?, Luis Fernando Macias Section 8: Guiding Questions Conclusion

Read more less

Book SynopsisThis book is for early childhood educators committed to learning about gender [in]justice as a foundation for creating gender affirming early learning environments for all children including those who are transgender and gender expansive (TGE). The authors engage in progressive and contemporary thinking about gender acknowledging its complexity, intersectionality, diversity and dynamism. They draw on Miranda Fricker's (2007) concepts of testimonial injustice to discuss how young TGE children are considered too young to have gender identities or to truly know themselves and hermeneutical injustice to represent the challenges TGE children face in educational environments that do not provide them with linguistic or interpretive tools to help them fully understand and communicate about their gender. Woven throughout the book are the lived experiences and counter-stories of TGE children and adults that privilege their voices and highlight their right to contribute equally to societal underTrade ReviewWith TGE children being frequently harassed and/or made to feel invisible (and often with very serious consequences) — this book tackles a timely and important issue. The authors present a holistic and expansive view of gender — which accurately describes the diverse genders and experiences of children (and adults). The book offers both theoretical insights and practical solutions, and also includes the voices of TGE people. -- Dylan Vade, Co-Founder of Transgender Law CenterTable of ContentsChapter 1 – To be Twice Invisible: Professional Ethics in Early Childhood and the Epistemic Cliff Faced by Young Gender Expansive Children Chapter 2 – Theorizing from the Edge: Dismantling Boy/Girl Boxes and Looking to the Starry Sky to Construct Gender Constellations Chapter 3 – Testimonial (In)justice: Establishing Credibility in an Early Childhood Context of Identity Prejudice Chapter 4 – Hermeneutical (In)justice: Rendering Lived Experience as Visible Truth for Young Children Chapter 5 – Resistant Social Imaginations: Striating Paths for Gender Liberation in Early Childhood Classrooms

Read more less

Book SynopsisThis book is for early childhood educators committed to learning about gender [in]justice as a foundation for creating gender affirming early learning environments for all children including those who are transgender and gender expansive (TGE). The authors engage in progressive and contemporary thinking about gender acknowledging its complexity, intersectionality, diversity and dynamism. They draw on Miranda Fricker's (2007) concepts of testimonial injustice to discuss how young TGE children are considered too young to have gender identities or to truly know themselves and hermeneutical injustice to represent the challenges TGE children face in educational environments that do not provide them with linguistic or interpretive tools to help them fully understand and communicate about their gender. Woven throughout the book are the lived experiences and counter-stories of TGE children and adults that privilege their voices and highlight their right to contribute equally to societal undTrade ReviewWith TGE children being frequently harassed and/or made to feel invisible (and often with very serious consequences) — this book tackles a timely and important issue. The authors present a holistic and expansive view of gender — which accurately describes the diverse genders and experiences of children (and adults). The book offers both theoretical insights and practical solutions, and also includes the voices of TGE people. -- Dylan Vade, Co-Founder of Transgender Law CenterTable of ContentsChapter 1 – To be Twice Invisible: Professional Ethics in Early Childhood and the Epistemic Cliff Faced by Young Gender Expansive ChildrenChapter 2 – Theorizing from the Edge: Dismantling Boy/Girl Boxes and Looking to the Starry Sky to Construct Gender ConstellationsChapter 3 – Testimonial (In)justice: Establishing Credibility in an Early Childhood Context of Identity PrejudiceChapter 4 – Hermeneutical (In)justice: Rendering Lived Experience as Visible Truth for Young ChildrenChapter 5 – Resistant Social Imaginations: Striating Paths for Gender Liberation in Early Childhood Classrooms

Read more less

Book SynopsisDespite the best intentions of teacher educators, diversity awareness in teacher education typically reproduces a racial hierarchy privileging Whiteness while also educating preservice teachers against this very hierarchy. The phenomenon, which is effortless and easily reproduced, is constructed in part through student self-expression, peer interaction, and instructional practices. This inquiry follows White undergraduate students in a state university through an academic semester in order to capture autobiographical reporting at the outset, asynchronous, peer-mediated, online discussions at the mid-term, and concludes with personal reflections on self-perceptions of growth. Using grounded theory, this phenomenological study examines participants' relationships to White privilege in order to improve instructional practices in the teacher education classroom. The relationship between the private and public faces of participants is analogous to the micro-level and macro-level function oTrade ReviewIn the coming decade, our most novice teacher colleagues will face challenges that previous generations never even considered. Dr. Sider’s White Double-Consciousness provides a framework for teacher educators and new teachers to contemplate diversity, in all its forms, and how our ways of knowing directly influence our students’ learning. Conversations surrounding Dr. Sider’s work will be uncomfortable, at times even contentious, and are absolutely necessary. -- Catherine Snyder, Clarkson UniversityAddressing educational outcome and opportunity disparities for youth of color requires teachers to confront their own beliefs and experiences. This book tackles the topic of white privilege in teacher preparation through rich narrative accounts from the perspective a teacher educator. Sider’s engaging narratives are complemented by findings from his research working with preservice teachers and offers teacher educators and researchers alike valuable insight into how to confront white privilege in teaching and research. -- Kristen C. Wilcox, University at AlbanyTable of ContentsChapter 1: The Teacher Education Classroom Chapter 2: Framing White Privilege in Teacher Education Chapter 3: Self-Identity and the Construction of Status Chapter 4: White-Double-Consciousness in Context Chapter 5: The Shifting Self-Reflection Chapter 6: A Pedagogy of Praxis: Theory, Practice, and the Future Chapter 7: Afterword Appendices Bibliography About the Author

Read more less

Book SynopsisRevolutionary Struggles and Girls'' Education: At the Frontiers of Gender Norms in North-Ethiopia argues that at the base of girls' poorer performance than boys at secondary school level when puberty has set in, is the symbolic violence entailed in sanctioned femaleness. Informed by the modesty of Virgin Mary in Orthodox Christian veneration, it instructs girls to internalize a holding back which impinges on her self-efficacy and ability to be an active learner. Neoliberally-informed educational policies and plans which have co-opted liberal feminism also in Ethiopia, do not address hard-lived gender norms and the power and domination dynamics entailed when parity between boys and girls in school continues to be the dominant measure for equity. Despite women's courageous contribution at a literal frontier during the Tigrayan liberation struggle (1975-91) where they fought on equal terms with men, and despite the tendency that girls' outnumber boys at secondary level in the present cTable of ContentsIntroductionChapter 1. The Politico-Historical Context from the Perspective of Gender EqualityChapter 2. Education and Household ViabilityChapter 3. The Nexus of Underage Marriage and Education Chapter 4. Learning to “Hold Back”Chapter 5. Youth Sexuality in the Context of Secondary SchoolChapter 6. Negotiating FemalenessChapter 7. “Education is the Foundation for Development”Chapter 8. Revolutions, Teaching-Learning Practices and the Reproduction of PowerChapter 9. Blaming the GirlsConcluding Remarks

Read more less

Book SynopsisInclusive Instruction and Students with Emotional and Behavioral Disorders: Pulling Back the Curtain discusses the challenges of the increasingly common practice of educating students with disabilities in general education classrooms, citing that these challenges are often due to the fast pace of instruction, the emphasis on advanced concepts and skills that align with college and career-readiness standards, and the presence of poorly developed prerequisite skills that are necessary for traditional academic success. This book posits that these challenges are particularly salient to the education of students receiving special education services for emotional disturbance (ED), as students with ED have pervasive learning and behavioral difficulties that are often resistant to typical instruction and intervention. Contributors argue that despite increased awareness and application of inclusive mindsets, school and post-school outcomes for this student population continue to be a nationaTable of ContentsChapter 1: IntroductionChapter 2: Free Appropriate Public Education: The Foundation of Special EducationChapter 3: Practices for Improving Academic Achievement: Lessons Learned and Limitations of Intervention ResearchChapter 4: Explicit Vocabulary Instruction in the Inclusive ClassroomChapter 5: Use of Graphic Organizers to Improve Academic Content AcquisitionChapter 6: Writing Instructional Strategies for Elementary Age Students with Emotional and Behavioral Disabilities, by Robai WerungaChapter 7: Inclusive Mathematics Practices for Students with Emotional Disturbance, by Jessica NelsonChapter 8: Differentiation of Instructions for Students with Emotional DisturbanceChapter 9: Using Technology to Support Inclusive Instruction for Students with Emotional DisturbanceChapter 10: Use of Daily Progress Reports and Behavioral Contracts to Support Inclusive EducationChapter 11: Function-based Thinking to Support Inclusive InstructionChapter 12: Trauma Informed Support: Considerations for Students with ED Who Have Experienced Trauma, by Felicity PostChapter 13: The False Promise of Learning Styles Based Instruction, by John William McKenna, Reesha Adamson, and Eliza BobekChapter 14: Progress Monitoring in the Inclusive ClassroomChapter 15: Collaboration in Inclusive Instruction for Students with EDChapter 16: Abandoning Readiness, by Maria Kolbe, Inclusion FacilitatorChapter 17: Closing CommentaryReferencesAbout the AuthorsAbout the Contributors

Read more less

Book SynopsisInclusive Instruction forStudents with Emotional and Behavioral Disorders: Pulling Back the Curtain discusses the challenges of the increasingly common practice of educating students with disabilities in general education classrooms, citing that these challenges are often due to the fast pace of instruction, the emphasis on advanced concepts and skills that align with college and career-readiness standards, and the presence of poorly developed prerequisite skills that are necessary for traditional academic success. This book posits that these challenges are particularly salient to the education of students receiving special education services for emotional disturbance (ED), as students with ED have pervasive learning and behavioral difficulties that are often resistant to typical instruction and intervention. Contributors argue that despite increased awareness and application of inclusive mindsets, school and post-school outcomes for this student population continue to be a nationalTrade ReviewThis text has a lot going for it. Each chapter is short (roughly 8–20 pages), to the point, and easily understandable, even for non-educators/parents. The editors have selected the best time-tested strategies for successfully including children with challenging behaviors into classrooms with their same-age peers. None of the strategies include detailed elaborations but do provide solid research on the effectiveness of the interventions, and that is a major advantage for this book. It points readers in the general direction of the plethora of similar ways to meet the academic, social, and behavioral needs of these youngsters. A recurring theme throughout the text is to use, but not overly rely on, estimations of children's "readiness" for acquiring more advanced skills to add to their repertoires. Another underlying theme is to make sure that educators fully understand that meeting the behavioral demands of children is only one aspect of their educational needs—academics are the one thing that children will need to become successful adult citizens and must never be overlooked. An important book for all educators in contemporary schools and one that meets a real need today. Highly recommended. Undergraduates, faculty, and professionals. * Choice *Table of ContentsChapter 1: IntroductionChapter 2: Free Appropriate Public Education: The Foundation of Special EducationChapter 3: Practices for Improving Academic Achievement: Lessons Learned and Limitations of Intervention ResearchChapter 4: Explicit Vocabulary Instruction in the Inclusive ClassroomChapter 5: Use of Graphic Organizers to Improve Academic Content AcquisitionChapter 6: Writing Instructional Strategies for Elementary Age Students with Emotional and Behavioral Disabilities, by Robai WerungaChapter 7: Inclusive Mathematics Practices for Students with Emotional Disturbance, by Jessica NelsonChapter 8: Differentiation of Instructions for Students with Emotional DisturbanceChapter 9: Using Technology to Support Inclusive Instruction for Students with Emotional DisturbanceChapter 10: Use of Daily Progress Reports and Behavioral Contracts to Support Inclusive EducationChapter 11: Function-based Thinking to Support Inclusive InstructionChapter 12: Trauma Informed Support: Considerations for Students with ED Who Have Experienced Trauma, by Felicity PostChapter 13: The False Promise of Learning Styles Based Instruction, by John William McKenna, Reesha Adamson, and Eliza BobekChapter 14: Progress Monitoring in the Inclusive ClassroomChapter 15: Collaboration in Inclusive Instruction for Students with EDChapter 16: Abandoning Readiness, by Maria Kolbe, Inclusion FacilitatorChapter 17: Closing CommentaryReferencesAbout the AuthorsAbout the Contributors

Read more less

Book SynopsisRacial segregation and desegregation practices have deeply impacted the teacher pipeline, contributing to historical assumptions of teaching as a white profession. The Brown vs Board of Education rulings, while couched within a narrative of social progress, have instead been a step backwards for racial equity in schools. The authors use Critical Race Theory and Critical Whiteness Studies to demonstrate how teachers of color are racialized through the centering of whiteness in schools, minoritized in contrast to their white counterparts, and de-centered through performativities of race and whiteness as ideologies. The authors share small teaching episodes from eight Black, Latina, and Asian female teachers who all work in predominantly white schools, illuminating the ways the teachers resisted discourses of whiteness by enacting agency within their teaching contexts. From the historical backdrop of racism and segregation to theoretical underpinnings, the counterstories of the teacherTable of ContentsIntroductionChapter 1: Whiteness and “other” teachers: An historical viewChapter 2: Colorblindness and the need for Critical Whiteness Studies (CWS) in education Chapter 3: Critical Race Theory to develop a critical consciousness: Understanding “racism as structure”Chapter 4: “Eye-opening…”: Bearing witness to whiteness in schoolChapter 5: “Feeling race”: Embracing culturally relevant, sustaining, and disrupting pedagogies

Read more less

Book SynopsisIn Achieving Equity and Justice in Education through the Work of Systems Change, Dr. Neitzel contends that our nation is at a crossroads. Do we continue with the band aid approach to equity that is focused on implementing isolated intervention programs aimed at reducing the achievement gap? Or do we embrace systems change, which requires us to focus on disrupting the roots that are sustaining deep disparities between Black and White students? She guides readers through the history of the educational system to facilitate a greater understanding about how barriers have morphed to disadvantage Black students and why systems change is necessary to address racial inequities within our schools. She lays out a systems change framework that provides the path forward for educational leaders, teachers, policy makers, and community members. The Work identifies key issues that must be addressed and offers a revolutionary new way of thinking about how to bring about lasting change for all students.Table of ContentsChapter 1: Introduction Chapter 2: The Current State of Educational Equity Chapter 3: The History of Our Education System Chapter 4: Key Issues that Work Against Educational Equity Chapter 5: Achieving Equity through Systems Change Chapter 6: Thinking Outside the Box: Using Community Organizing to Change Systems Chapter 7: The Path Forward Chapter 8: The Continuing Journey

Read more less

Book SynopsisIn Achieving Equity and Justice in Education through the Work of Systems Change, Dr. Neitzel contends that our nation is at a crossroads. Do we continue with the band aid approach to equity that is focused on implementing isolated intervention programs aimed at reducing the achievement gap? Or do we embrace systems change, which requires us to focus on disrupting the roots that are sustaining deep disparities between Black and White students? She guides readers through the history of the educational system to facilitate a greater understanding about how barriers have morphed to disadvantage Black students and why systems change is necessary to address racial inequities within our schools. She lays out a systems change framework that provides the path forward for educational leaders, teachers, policy makers, and community members. The Work identifies key issues that must be addressed and offers a revolutionary new way of thinking about how to bring about lasting change for all students.Trade ReviewThroughout the history of the United States, racism has served to advantage White people while disadvantaging people of color. Racism acts to suppress opportunities for people of color largely through systems rather than individual acts, making it difficult to address without undertaking systemic work. In this book, Dr. Neitzel provides a road map for those seeking to undertake such work, not in theory, but in the communities that have been so consistently devastated by the effects of White supremacy. It is a must read for anyone interested in effecting real, desperately needed change. -- Adam Holland, University of North Carolina, Chapel HillJennifer Neitzel has gone to a place few White education researchers have gone and stayed – laser focus on the role of the U.S. history and continued legacy of institutional racism that maintains the achievement gap. Neitzel, rightfully, focuses on White peoples’ dirty laundry of acquiescing to White supremacy, anti-blackness, and structural racism to maintain their racial hierarchy and privilege. This book is a direct call and challenge to White Liberal America to make sure education and society works for all by actively engaging in eradicating racism and sharing power and privilege. Neitzel has given us a blue print for racial equity in education – moving beyond the act of lip-service and guilty-giving to reconstructing an anti-bias and anti-racist educational system (and society). -- Iheoma U. Iruka, Director of the Center for Early Education Research & EvaluationNeitzel provides a thor­ough review of the failings of the current system and offers suggestions for disman­tling and rebuilding through a community-based strategic planning process. This short book reads as a textbook with a thorough review of the literature. * School Administrator *Table of ContentsChapter 1: IntroductionChapter 2: The Current State of Educational EquityChapter 3: The History of Our Education SystemChapter 4: Key Issues that Work Against Educational EquityChapter 5: Achieving Equity through Systems ChangeChapter 6: Thinking Outside the Box: Using Community Organizing to Change SystemsChapter 7: The Path ForwardChapter 8: The Continuing Journey

Read more less

Book SynopsisThis book focuses on preparing culturally competent educators who use culturally sustaining practices and culturally relevant curricula and instruction to reach and teach all students with disabilities, including those with multiple social identities, through a varied multi-cultural lens. Today's diverse classrooms require that educators possess competencies for teaching all students. This book has two primary audiences: 1. Pre-service educators2. Special education practitioners and administrators First, this book will assist pre-service students learning about special education for students with disabilities. We fully expect this book could be a required reading for students majoring in special education, for school social work students, for school counselors, and for students majoring in vocational rehabilitation services as a part of their coursework for transition.Second, this book will assist special education practitioners and administrators to meet the needs of individuals with disabilities including those with multiple social identities. Understanding the full-range of needs relating to cultural sustaining practices is imperative to working with individuals with disabilities and their families and care-givers. Being able to understand and explain this complex issue to others is important and often very necessary. This book is incredibly timely. Recent contributors to social injustices are the COVID-19 pandemic and the continued issues around police brutality and people of color. Social injustice in special education is historical and systemic. Special education practitioners are typically unaware of the importance of intersectional differences (Gay & Howard, 2000; Owen, 2010). Historically, practitioners have only been prepared to address cultural perspectives during awareness days and or through specific units in curricula. Other times they discuss it diagnostically (Linton, 1998), such as part of an educational plan or a need to learn English as a second language. Other issues stem from the value system of the special education practitioners themselves; some are not willing to engage in these concepts (Darling-Hammond, 2002); some define fairness and equity as treating all children the same; and [others identify being] colorblind' [as] valuing diversity (Owen, 2010, p. 18). Even when special educator practitioners attempt to address injustices on behalf of their students, they tend to center only on the student's disability which means they are ignoring or erasing other aspects of their students' identities. These issues highlight the importance of building the cultural competence of our teaching force. This book will help practitioners build this competence in their own spheres of influence.

Read more less

Book SynopsisThis book focuses on preparing culturally competent educators who use culturally sustaining practices and culturally relevant curricula and instruction to reach and teach all students with disabilities, including those with multiple social identities, through a varied multi-cultural lens. Today's diverse classrooms require that educators possess competencies for teaching all students. This book has two primary audiences: 1. Pre-service educators2. Special education practitioners and administrators First, this book will assist pre-service students learning about special education for students with disabilities. We fully expect this book could be a required reading for students majoring in special education, for school social work students, for school counselors, and for students majoring in vocational rehabilitation services as a part of their coursework for transition.Second, this book will assist special education practitioners and administrators to meet the needs of individuals with disabilities including those with multiple social identities. Understanding the full-range of needs relating to cultural sustaining practices is imperative to working with individuals with disabilities and their families and care-givers. Being able to understand and explain this complex issue to others is important and often very necessary. This book is incredibly timely. Recent contributors to social injustices are the COVID-19 pandemic and the continued issues around police brutality and people of color. Social injustice in special education is historical and systemic. Special education practitioners are typically unaware of the importance of intersectional differences (Gay & Howard, 2000; Owen, 2010). Historically, practitioners have only been prepared to address cultural perspectives during awareness days and or through specific units in curricula. Other times they discuss it diagnostically (Linton, 1998), such as part of an educational plan or a need to learn English as a second language. Other issues stem from the value system of the special education practitioners themselves; some are not willing to engage in these concepts (Darling-Hammond, 2002); some define fairness and equity as treating all children the same; and [others identify being] colorblind' [as] valuing diversity (Owen, 2010, p. 18). Even when special educator practitioners attempt to address injustices on behalf of their students, they tend to center only on the student's disability which means they are ignoring or erasing other aspects of their students' identities. These issues highlight the importance of building the cultural competence of our teaching force. This book will help practitioners build this competence in their own spheres of influence.

Read more less

Book Synopsis

Read more less

Book SynopsisA companion volume to Quality Instruction and Intervention Strategies for Secondary Educations, this book provides current and useful inclusive methods to teacher educators working with students, in-service teachers, curriculum specialists, and school administrators interested in quality instruction and intervention. This text is written for teacher educators charged with providing methods instruction for general and special educators. The book offers a summary of quality general education instruction followed by the most up to date empirically validated and evidence-based instruction and interventions for students with and at-risk for disabilities. Two dedicated chapters, authored by leading content and strategy experts in the field, will be devoted to each area. The first chapter will focus on quality instruction with academic subject matter specialists as lead authors with interventionists supporting. The second chapter will focus on effective intervention with the interventionists taking the lead author roles and academic subject matter specialists supporting. Between the two chapters will be a dialogue between the teams of authors bridging general and special education methods and philosophies. This unique method will bridge the gap between quality instruction and effective intervention, an often-overlooked component of teacher education. The last chapter of the text will include a comprehensive list of credible low or no cost resources to support implementation of instructional practices and interventions and continued professional development. After reading the book, educators will be able to describe the components of effective instruction and intervention in each of the content areas, access empirically validated materials, and locate resources for continued learning.

Read more less

Book SynopsisA companion volume to Quality Instruction and Intervention Strategies for Secondary Educations, this book provides current and useful inclusive methods to teacher educators working with students, in-service teachers, curriculum specialists, and school administrators interested in quality instruction and intervention. This text is written for teacher educators charged with providing methods instruction for general and special educators. The book offers a summary of quality general education instruction followed by the most up to date empirically validated and evidence-based instruction and interventions for students with and at-risk for disabilities. Two dedicated chapters, authored by leading content and strategy experts in the field, will be devoted to each area. The first chapter will focus on quality instruction with academic subject matter specialists as lead authors with interventionists supporting. The second chapter will focus on effective intervention with the interventionists taking the lead author roles and academic subject matter specialists supporting. Between the two chapters will be a dialogue between the teams of authors bridging general and special education methods and philosophies. This unique method will bridge the gap between quality instruction and effective intervention, an often-overlooked component of teacher education. The last chapter of the text will include a comprehensive list of credible low or no cost resources to support implementation of instructional practices and interventions and continued professional development. After reading the book, educators will be able to describe the components of effective instruction and intervention in each of the content areas, access empirically validated materials, and locate resources for continued learning.

Read more less

Book Synopsis

Read more less

Book SynopsisMentoring While White: Culturally Responsive Practices for Sustaining the Lives of Black College Students provides a provocative and illuminating account of the mentoring experiences of Black college and university students based on their racialized and marginalized identities. Bettie Ray Butler, Abiola Farinde-Wu, and Melissa Winchell bring together a diverse group of well-respected leading and emerging scholars to present new and compelling arguments pointing to what white faculty should do to reimagine mentoring that seeks to sustain the lives of Black students by way of intentionality, reciprocal love, and transformative practice. This timely and relevant text takes a solution-oriented approach in offering direct guidance, promising strategies, and key insights on how to effectively implement culturally responsive mentoring practices that aim to improve cross-racial mentor-mentee relationships and post-school outcomes for Black students in higher education. It provides clear and immediate recommendations that can inform and positively shape mentoring interactions with Black women, men, and queer undergraduate and graduate students using innovative models that draw upon critical media and antiracist frameworks. The book is a must-read for anyone who currently mentors or desires to mentor Black college and university students.

Read more less

Book Synopsis

Read more less

Book Synopsis

Read more less

Book Synopsis

Read more less

Book Synopsis

Read more less