Educational strategies and policy: inclusion Books

Book SynopsisCase Studies in Equity, Diversity and Inclusion in Higher Education: An Internal Perspective is designed to serve as a resource and guide for students studying leadership, higher education, student affairs, and/or ethnic studies. The goal is to connect equity, diversity, inclusion and social justice theories to practice and allow students to actively engage through grappling with diverse issues within a variety of institutional contexts. This collection of cases includes both hypothetical situations and cases highlighting real experiences, programs, and events, Cases illustrate faculty, staff, and students with intersected identities navigating the challenges of the structural inequities inherent in higher education institutions. Using the cases in the classroom or in campus-based training will facilitate the application of theory to practice in small group discussions. Each case also has a written application prompt to allow for deeper research, examination and reflection about the intersections of race, ethnicity gender, class, sexual orientation, immigration status, and position power dynamics created as increasingly diverse groups of students, faculty and staff enter and try to succeed in the academy.Table of Contents About the AuthorsForward Chapter 1 Instructional Scenarios Supporting the Needs of Undocumented Students at U.S. Institutions of Higher EducationJennifer Alanis and Patty Witkowsky Tiffany: A Case of Intersection of Disability and Disciplinary ProcessLisa Matye Edwards From Borderlands to Top Tier Research Universities: Fostering Community Cultural Wealth inSTEM Doctoral ProgramsAnnalisa Ugarte Dire Straits of a Community College: The Modern Scylla and CharybdisAri Rosner-Salazar Intimate Partner Violence in College at the Intersection of Gender and Sexual OrientationElena Sandoval-Lucero and Lynda S. Sandoval K v Bruce, So Much IntersectionalityJody Donovan and Carla Stein Mistrust Among Friends: PlagiarismElizabeth Ndika and Patrice Green Community College Leaders' Positional PowerIgnacio Hern á ndez, Marie Harris, and Juan Bedolla Student Identity Development Theory Use in Assessing White and Black Students Attending a Predominantly White InstitutionKeith Wilder Cinco de Mayo: Celebration of Culture or Stress Management Strategy?Elena Sandoval-Lucero and Quill Phillips Chapter 2 Experiential Scenarios Who Deserves Fairness? Using Restorative Justice to Address Racism, Sexism, and Supremacy in Colleges and UniversitiesCharla Agnoletti The R Factor: Considering the Salience of Race in the Experiences of African American College StudentsBridgette Coble Service Learning and Indigenous Ways of Knowing: The University of Colorado's INVST Program and the Black Mesa Water CoalitionSabrina Carolina Sideris Navigating the Perils of Emotional Labor: A Chicana Faculty perspective at a Predominately White Institution (PWI)Johanna B. Maes Redefining Who Is An Honors StudentMartha Enciso Institutions of Higher Education: Evaluation and Assessment Black Male FacultyEverett Singleton Comadre Wisdom: Nurturing Culturally Responsive Mentoring Relationships at Predominantly White Institutions (PWIs)Brianna Mestas Dialogue as a Tool for Difficult ConversationsAshmi Desai and Karen Ramirez AfterwardIndex

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Book SynopsisSocial justice has become a buzzword to suggest we are serious about racism, sexism, classism, heterosexism, and ableism. But justice remains elusive and contested. It is written in founding documents, street soldiers declare it: ''no justice, no peace!'', but is absent from public interactions. Building on Cornel West's notion of race matters' and the Black Lives Matter movement, Justice Matters strips away the rhetoric that keeps us from understanding what justice is, particularly in education, but also in relation to health, race, economy, and environment.Ladson-Billings interrogates the meaning of justice, looking at Western notions of justice from Aristotle to Kant to Rorty, alongside Eastern notions of Justice, from Lao Tzu, to Rumi to Frantz Fanon and W.E.B. Dubois. She shows how the pandemic has exposed deep injustices in society, and how schooling and the curriculum are largely blind to the race, White supremacy, and the racial trauma that plagues marginalized people. STrade ReviewInsightful and timely. Ladson-Billings challenges us to think again about concepts like ‘social justice’ that have become buzz words while robustly interrogating own understandings of what justice means. At last a book that explores the concept of justice from a global perspective, drawing from thinkers from the East and West. For me, this is a basic reader for those involved in educating for justice and against discrimination and should be read by every teacher, university/college lecturer engaged in teacher preparation and those who shape and design curricular frameworks. -- Rowena Arshad CBE, Professor Emerita, University of Edinburgh, UKTable of ContentsIntroduction 1. Saving the Language of Justice (Or the Meaning of the Word 'Justice') 2. Saving Justice During the Pandemic (Or How to Recognize Fundamental Injustice in Society) 3. Saving Justice in Curriculum (Or What We Teach) 4. Saving Justice in Instruction (Or How We Teach) 5. Saving Justice in Discipline (Or How We Dismantle the Carceral State) 6. Saving Justice In Popular Culture (Or How Hip Hop Can Rescue Justice) 7. Saving Justice In Social Activism (Or How it Has to be More Than a Hashtag) Conclusion: The Future of a Society that Fails to Save Justice References Index

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Book SynopsisWritten by interdisciplinary authors from the fields of educational policy, early childhood education, history, political philosophy, law, and moral philosophy, this volume addresses the use of disciplinary action across varied educational contexts. Much of the punishment of children occurs in non-criminal contexts, in educational and social settings, and schools are institutions where young people are subject to disciplinary practices and justifications that are quite unlike those found elsewhere. In addition to this, the discipline they receive is often discriminatory, being disproportionately focused on students of colour and other minoritized identities, and unjust in other ways. This timely text is a comprehensive examination of punishment in schools, prompting discussions on racial equity, social justice in education and the school to prison pipeline. Each chapter offers empirically informed, theoretical investigations into punishment in educational settings, including how puniTrade ReviewPunishment of students is a fact of school life. Should it be? If so, what forms of punishment are justified and under what conditions? In this superb, edited book, Thompson and Tillson bring together noted philosophers and teacher educators for a comprehensive and definitive response to those questions. * Larry Nucci, Adjunct Professor, School of Education, University of California, Berkeley USA *What punishment is and when and how it is justified in education are underexplored topics. This book dives deep into theories and practices of punishment in education, illuminating conceptual complexities as well as intended and unintended impacts of punishment on diverse young people. The book is foundational for understanding punishment in education from analytic and practical views. * Liz Jackson, Professor and Head of the Department of International Education, Education University of Hong Kong, Hong Kong *There’s a rich literature on the justification of punishment, but its routine use by schools is unquestioned. This rich volume presents a persuasive case for thinking that schools can only fulfil their educational mission if their punishments are justified. Philosophers, educationalists and everyone who cares about children will find it illuminating. * Neil Levy, Professor of Philosophy, Macquarie University, Australia and Senior Research Fellow, Oxford Uehiro Centre for Practical Ethics, United Kingdom *This collection of interdisciplinary literature is an insightful contribution to education fields and provides a valuable resource for educators, families, and communities. * CHOICE *Table of ContentsIntroduction Part I: Punishing Children: Foundational Analyses 1. Should School Children be Punished?, Joan Goodman (University of Pennsylvania, USA) 2. Punishment, Pupils, and School Rules, John Tillson (Liverpool Hope University, UK) and Winston C. Thompson (Ohio State University, USA) 3. Responsibility and the Potential Punishment of Children, Larisa Svirsky (Brandeis University, USA) Part II: Punishment in Practice and at the Margins 4. Justice for Trans Youth: Imagining Education Without Cisgenderism, Jenna Scaramanga (IOE, UCL's Faculty of Education and Society, University College London, UK) 5. Racialized Childhoods, Educational Goods, and “No Excuses” Schools: In Defense of Play and Agency, Abigail Beneke (University of Wisconsin-Madison, USA) 6. Punishment in Early Childhood: Do Exclusionary Practices Threaten Children’s Moral Rights?, Joy Dangora Erickson (Endicott College, USA) 7. A New Look at Shaming in Schools, Clio Stearns (Massachusetts College of Liberal Arts, USA) and Peter Stearns (George Mason University, USA) Part III: Due Process, Standing, and the Authority to Punish 8. Due Process: Fairness in Procedure and Substance in the Public Schools, Todd A. DeMitchell (University of New Hampshire, USA) 9. Taking Hypocrisy to School, Kartik Upadhyaya (Kings College London, UK) and John Tillson (Liverpool Hope University, UK) 10. The Punitive Classroom: Punishment and Punitive Feelings Between Adults and Children, Ruth Cigman (IOE, UCL's Faculty of Education and Society, University College London, UK) Part IV: Exploring Alternatives to Punishment 11. What We Talk About When We Talk About Punishments and Consequences, Avi Mintz (Newlane University, USA) 12. Praise and Positive Behavior Management, Zoë A.Johnson King (University of Southern California, USA) 13. Nudging School Discipline, Viktor Ivankovic (Institute of Philosophy, Zagreb, Croatia) 14. Making Sense of Student (Mis)behavior: A Critical Pragmatist Alternative to Pedagogies of Punishment, Barbara S. Stengel, Elizabeth A. Self and Rebecca A. Peterson (Vanderbilt University, USA) List of Contributors Index

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Book SynopsisWinston C. Thompson is Associate Professor of Philosophy of Education and Associate Professor of Philosophy (by courtesy) at Ohio State University, USA. He is the Editor of Philosophical Foundations of Education (Bloomsbury, 2022).John Tillson is Senior Lecturer of Philosophy of Education at Liverpool Hope University, UK. He is the author of Children, Religion and the Ethics of Influence (Bloomsbury 2019).Trade ReviewPunishment of students is a fact of school life. Should it be? If so, what forms of punishment are justified and under what conditions? In this superb, edited book, Thompson and Tillson bring together noted philosophers and teacher educators for a comprehensive and definitive response to those questions. * Larry Nucci, Adjunct Professor, School of Education, University of California, Berkeley USA *What punishment is and when and how it is justified in education are underexplored topics. This book dives deep into theories and practices of punishment in education, illuminating conceptual complexities as well as intended and unintended impacts of punishment on diverse young people. The book is foundational for understanding punishment in education from analytic and practical views. * Liz Jackson, Professor and Head of the Department of International Education, Education University of Hong Kong, Hong Kong *There’s a rich literature on the justification of punishment, but its routine use by schools is unquestioned. This rich volume presents a persuasive case for thinking that schools can only fulfil their educational mission if their punishments are justified. Philosophers, educationalists and everyone who cares about children will find it illuminating. * Neil Levy, Professor of Philosophy, Macquarie University, Australia and Senior Research Fellow, Oxford Uehiro Centre for Practical Ethics, United Kingdom *This collection of interdisciplinary literature is an insightful contribution to education fields and provides a valuable resource for educators, families, and communities. * CHOICE *Table of ContentsIntroduction Part I: Punishing Children: Foundational Analyses 1. Should School Children be Punished?, Joan Goodman (University of Pennsylvania, USA) 2. Punishment, Pupils, and School Rules, John Tillson (Liverpool Hope University, UK) and Winston C. Thompson (Ohio State University, USA) 3. Responsibility and the Potential Punishment of Children, Larisa Svirsky (Brandeis University, USA) Part II: Punishment in Practice and at the Margins 4. Justice for Trans Youth: Imagining Education Without Cisgenderism, Jenna Scaramanga (IOE, UCL's Faculty of Education and Society, University College London, UK) 5. Racialized Childhoods, Educational Goods, and “No Excuses” Schools: In Defense of Play and Agency, Abigail Beneke (University of Wisconsin-Madison, USA) 6. Punishment in Early Childhood: Do Exclusionary Practices Threaten Children’s Moral Rights?, Joy Dangora Erickson (Endicott College, USA) 7. A New Look at Shaming in Schools, Clio Stearns (Massachusetts College of Liberal Arts, USA) and Peter Stearns (George Mason University, USA) Part III: Due Process, Standing, and the Authority to Punish 8. Due Process: Fairness in Procedure and Substance in the Public Schools, Todd A. DeMitchell (University of New Hampshire, USA) 9. Taking Hypocrisy to School, Kartik Upadhyaya (Kings College London, UK) and John Tillson (Liverpool Hope University, UK) 10. The Punitive Classroom: Punishment and Punitive Feelings Between Adults and Children, Ruth Cigman (IOE, UCL's Faculty of Education and Society, University College London, UK) Part IV: Exploring Alternatives to Punishment 11. What We Talk About When We Talk About Punishments and Consequences, Avi Mintz (Newlane University, USA) 12. Praise and Positive Behavior Management, Zoë A.Johnson King (University of Southern California, USA) 13. Nudging School Discipline, Viktor Ivankovic (Institute of Philosophy, Zagreb, Croatia) 14. Making Sense of Student (Mis)behavior: A Critical Pragmatist Alternative to Pedagogies of Punishment, Barbara S. Stengel, Elizabeth A. Self and Rebecca A. Peterson (Vanderbilt University, USA) List of Contributors Index

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Book SynopsisThis era of “fake” news demands a deeper curriculum that questions inconsistencies of facts and opinions in various texts and images. This timely revision of a ground-breaking book offers opportunities for students to connect with social justice issues through inventive language exploration and the active examination of all forms of media. It encourages teachers to evaluate their core teaching beliefs and recognize the realities of their students’ lives for a richer understanding of our complex world. A glossary of more than fifty strategies, along with reproducible pages for easy classroom use, complement this essential resource.

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Book SynopsisThis book is designed to help you navigate the challenges and joys of building and maintaining a healthy restorative ecosystem in your school, while providing concrete tools and real-world stories to guide you through the process.Traditional methods of discipline are commonly found to be ineffective, and this book shows how restorative justice can benefit schools in a huge variety of ways, such as decreasing the need for suspensions, increasing academic outcomes, and improving the health of your whole school community.Written by the founder and the education director of the National Center for Restorative Justice, each and every chapter is packed with expertise on everything from carrying out the stages of a restorative circle to understanding the importance of conflict. The authors pull no punches in showing that this work is not always easy, but their passion for restorative justice shines out of every page, demonstrating just how valuable this approach can be in bringing the absolute best out of your students and school.Trade ReviewBradford and LeSal have written a solid text that transcends the usual approaches to this work. This book is rich in the "why" balanced with the skills and practices to match. The insights in this book can really jolt our thinking from seeing restorative justice as some gimmick or educational fad to a solid way to transform school culture. The authors' use of narratives and real world stories keep this work trauma-informed, culturally responsive, and deeply personal. This is definitely a text to return to over and over again. -- Joe Brummer, Consultant, Trainer, and author of 'Building a Trauma-Informed Restorative School'I have long been an appreciator of the National Center for Restorative Justice, so it should come as no surprise that I'm also a fan of this important resource from Nicholas and David. The act of restorative practice is, by design, one of inclusion, and - to its immense credit - this book walks the walk, in ways that everyone can understand, by helping schools adopt new mindsets and restorative justice practices in their own communities. -- Carlos Moreno, Executive Director, Big Picture Learning

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Book SynopsisA unique and urgently needed anthology of lectures aimed at improving awareness of diversity, empathy and inclusion in Waldorf early childhood programs. Featuring contributions from authors from a wealth of Black, Brown, Indigenous and LGBTQ+ experience, the writings encourage teachers to understand the importance of understanding not only the developmental needs of children, but also the context of the society and structures that influence them. Towards a Kinder, More Compassionate Society encourages Waldorf early childhood practitioners to develop humility, curiosity, interest, wonder and integrity, and urges readers to recognise the ways in which they can be influenced.This is a powerful call to early childhood practitioners to embrace and encourage change.

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Book SynopsisKinder mit Lernbeeinträchtigungen haben häufig in mehreren Entwicklungsbereichen einen erhöhten Förderbedarf. Was brauchen diese Kinder im Schulalltag und wie muss inklusiver Unterricht fër sie gestaltet sein?Fër viele Lehrkräfte der Regelschule gehören -Lernbeeinträchtigungen" zum Schulalltag. Schëler und Schëlerinnen mit Lernbeeinträchtigungen bringen andere und besondere Bedërfnisse mit. Die Autorinnen zeigen auf, welche Aspekte guten Unterrichts, der zudem eine sonderpädagogische Zielsetzung beinhaltet, es umzusetzen gilt. Anhand von Fallbeispielen, die typische Problemfelder der einzelnen Entwicklungsbereiche skizzieren, werden die Bedërfnisse von Kindern mit Lernbeeinträchtigungen fächerëbergreifend thematisiert und interpretiert. Besonders alltagstauglich sind die zahlreichen praktischen Fördertipps, die beschrieben werden.

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Book SynopsisA surprising and deeply researched look at how everyone can develop tech fluency by focusing on five easily developed learning habits. Picture a typical computer geek. Likely white, male, and someone you'd say has a natural instinct for technology. Yet, after six years teaching technology classes to first-generation, low-income middle school students in Oakland, California, Cassidy Puckett has seen firsthand that being good with technology is not something people are born with-it's something they learn. In Redefining Geek, she overturns the stereotypes around the digitally savvy and identifies the habits that can help everyone cultivate their inner geek. Drawing on observations and interviews with a diverse group of students around the country, Puckett zeroes in on five technology learning habits that enable tech-savvy teens to learn new technologies: a willingness to try and fail, management of frustration and boredom, use of models, and the abilities to use design logic and identTrade Review"Through extensive interviews, fieldwork, and surveys, [Puckett] uncovers what it takes for teenagers to learn new technologies . . . Overall, this is a thoroughly researched book that nonetheless presents a set of easy-to-understand and actionable conclusions. It should have broad appeal both among sociologists interested in inequality as well as among educators, policy makers, and parents." * Social Forces *"Redefining Geek will serve as an essential guide for a generation of educators who are grappling with how best to teach and lead in this technological age. Puckett draws on a deep data set to redefine what it means to be competent with technology, bust a pile of myths much in need of busting, and offer clear steps for helping students develop the habits they need to succeed in life, work, and play. This book will guide how we tackle digital inequality and support the learning process of young people of all races, ethnicities, and genders for years to come." -- John Palfrey, president, John D. and Catherine T. MacArthur Foundation"Puckett is a terrific writer with a broad, precise, empathetic, and thoroughly researched account of technology education and where it falls short. In Redefining Geek, Puckett carefully dispels myths about natural technological ability and grit that perpetuate existing inequalities. She offers practical and innovative ideas to make STEM more inclusive. Providing fresh analysis with new stories and actionable examples, Redefining Geek is a smart, engaging look at what needs to change about education in order to bring about technology that benefits us all." -- Joanne McNeil, author of Lurking: How a Person Became a User "Redefining Geek is essential reading for educators. Using evidence from extensive fieldwork with students and teachers in STEM programs across the US, Puckett deftly dismantles popular assumptions about the origins of technological ability. Through poignant quotes and engaging stories, Puckett reveals that neither 'natural' talent nor 'grit' can explain why some students are able to navigate the changing technological landscape and learn new technology tools and platforms. Instead, and building on prior research in the science of teaching and learning, Puckett shows that technological competence is the product of five key habits. These include: 1) being willing to try and fail, 2) knowing how to manage frustration and boredom, 3) using models to think through difficult problems, 4) asking why things work the way they do (design-based thinking), and 5) asking how things can be done more quickly or more easily (efficiency-based thinking). By uncovering the habit-based origins of technological competence, and by revealing how successful programs cultivate these habits in students (including in low-income students, Black, Latinx, and Native American students, and girls of all backgrounds), Redefining Geek offers a new way forward for those interested in tackling longstanding inequalities in STEM." -- Jessica McCrory Calarco, author of Negotiating Opportunities"Through her solid research and her experiences with working with diverse student learners, Puckett does an exemplary job in helping readers understand and rethink what it means to be technologically competent. This is especially important considering our world is more reliant on technology due to the COVID-19 pandemic and having tech skills is essential. This knowledge and her guidance—coupled with a thorough examination of how our biases can further exacerbate the digital divide—is beneficial in designing tech educational curriculums and programs that are more inclusive and supportive to the diverse communities that they are serving. A must-read for any professional seeking to improve and advance technology education." -- Susanne Tedrick, author of Women of Color in Tech"Cassidy Puckett understands that the learning disposition--how students feel about learning—as well as their perceptions of their ability to learn--a sense of efficacy—are critical to learning outcomes. In Redefining Geek, Puckett introduces a set of learning habits to help students develop a growth mindset in STEM learning. Through sound research and sharp insights, Puckett makes a convincing case that it’s not only important that students learn how to use the technology available to them today but that they develop the habits and mindset that will support their ability to use and design with the technologies of the future." -- S. Craig Watkins, author of the Digital Edge: How Black and Latino Youth Navigate Digital InequalityTable of ContentsIntroduction: Why Are Some People So Good with Technology? Chapter 1. Why Does Digital Inequality Persist? Chapter 2. What Helps People Learn: Three General Technology Learning Habits Chapter 3. Techie Tricks: The Two Technology-Specific Habits Chapter 4. Recognizing the Five Habits: The Digital Adaptability Scale Chapter 5. The Five Habits, Teens' Futures, and Digital Inequality Chapter 6. Tackling Digital Inequality: Gatekeepers Conclusion: Envisioning an Equitable Future Acknowledgments Appendix: A Reflection on Mixed-Methods Research Notes Index

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Book SynopsisTeaching history well is not just a matter of knowing history - it is a set of skills that can be developed and honed through practice. In this theoretically informed but eminently practical volume, Mary Jo Festle examines the recent explosion of research on the teaching and learning of history.Trade ReviewAs director of a teaching and learning center, each year I would give incoming faculty a book on teaching that they would find not only immediately useful, but one to which they could return time and again. Mary Jo Festle's excellent contribution certainly hits that mark." - Steven S. Volk, Oberlin College"Festle's command of the scholarship of teaching and learning in history is impressive, as is her integration of theory and practice. This book should be on the shelves of any well-stocked collection in a university teaching and learning center." - Joel Sipress, University of Wisconsin-Superior

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Book SynopsisLooking to make your teaching more inclusive? Start here.

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Book SynopsisGrounded in authentic teaching and learning experiences, this book shows elementary school educators how to create spaces that more respectfully and humanely address the needs of emergent bilinguals with disabilities.Table of ContentsContentsPreface  ixList of Abbreviations  xvAcknowledgments  xvii1.  Tensions Surrounding the Education of Bilingual Children With a Disability  1 Cultural Historical Tensions in Teaching and Learning With Bilingual Children  3Issues of Disability Identification Disproportionality and Consequences of Labels  4Lack of Teacher Preparation Programs for Inclusive Education in Bilingual Contexts  6Lack of Inclusive Approaches for Bilingual Education  8Bilingual Education: A Space Inclusive of Children With a Disability  102.  Assumptions and Theories in the Varied Ways of Knowing Project  13 Assumptions Grounding the Varied Ways of Knowing Project  15Theoretical Ideas Guiding the Project: A Hybrid Afterschool Program Space  15The Varied Ways of Knowing Project  223.  Documenting the Varied Ways of Knowing Project  25 The Role of the Institution of Higher Education  26The Varied Ways of Knowing School Context  26Varied Ways of Knowing Project: Children and Teacher Candidates  27Documenting Learning With Bilingual Children With and Without a Disability  28Exploring the Work of the Children and the Teacher Candidates  29Reflecting on Roles When Working in Bilingual Contexts  30Relevant Questions and Organization of the Chapters  314.  The Issue of Ableism in Bilingual and Bicultural Education  35 Metaphors Driving Bilingual Teachers to Enact Ableist Practices  37The Learning Identities of Bilingual Children With a Disability  40Conclusion  515.  Teaching Children With Multiple Labels: Manifestations of Assimilation and Turning Points  53 Parallel Processes of Assimilation: Being Bilingual and Having a Disability  53Assimilationist Processes Impacting Children of Immigrant Background  54Assimilationist Processes Impacting Children Labeled With a Disability  55Interrupting Processes of Assimilation  57Children's Experience: Expansive Views Crossing Identities and Cultures  58A Contrasting Experience: Susana's Agency and Learning Identity  68A Turning Point: "(Susana) Is a Very Strong Girl for Sharing That With All of Us"  73Conclusion  766.  Humanistic Perspectives in Inclusive Bilingual Education  79 The Significance of Humanistic Perspectives With Bilingual Children With a Disability  79The Capas y Escudos (Capes and Shields) Project  85Playful Spaces as Tools for Humanizing Pedagogies  85Conclusion  967.  Exploring Disability With Bilingual Children  98 Identity and Disability  99Bilingual and Bicultural Identity  100Multiple Identities and Bilingual Children With a Disability  101Teaching About Disability and the Disability Rights Movement  103Learning and Disability Identity Through a CHAT and DSE Lens  104Exploring the Disability Civil Rights Movement and the Rights of People With a Disability  106Agency and Collective Learning While Exploring Disability  106Conclusion  1228.  Science Learning With Bilingual Children: Learning In-Between Boundaries in a Hybrid Space  126 Science Education and Emergent Bilinguals  127Science Education and Children With a Disability  129Exploring Science With Bilingual Children With and Without a Disability  130The Relevant Contexts for Science and Landforms Unit  131Learning at the Boundary of Knowledges, Disciplines, and Formal/Less Formal Spaces  132Conclusion  1459.  Artifact-Mediated Science Content Learning in Inclusive Bilingual Contexts  148 The Importance of Mediators When Teaching Children With a Disability  150The Importance of Mediators When Teaching Bilingual Children  152Mediating Science Content Learning With Bilingual Children With a Disability  153The Earthquakes, Plate Tectonics, and the Ring of Fire Unit  154Artifacts and the Way They Mediate Learning in Inclusive Bilingual Contexts  155Children's Volitional Actions: Re-mediating Using Artifacts and Various Knowledges  156Language as an Artifact: Tensions Addressing Content Learning and Language Learning  166Conclusion  17210.  The Varied Ways of Knowing Project: Teaching Bilingual Students With a Disability  175 Ableist Practices in Bilingual Education and Implications  177Historical Assimilationist Practices and Implications for Bilingual Education  179Humanistic Perspectives for Inclusive Bilingual Education  180Learning About Disability With Bilingual Children  185A Hybrid Space for Science Learning In-Between Boundaries  186Conclusion  189Epilogue  191References  193Index  213About the Author  222

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Book SynopsisShows literacy professionals how to develop the dispositions and actions associated with advocacy-focused teaching. The authors argue that becoming an advocacy-focused literacy teacher requires making moral commitments to students and developing professional competencies that fuse literacy, language, and equity studies.Table of Contents Contents Foreword Delicia Tiera Greene  ix Acknowledgments  xi Introduction  1 Our Purpose  1Structure of the Book  3Who We Are  4 1.  A Need for Advocacy-Focused Literacy Educators  7 A Reckoning  7The Teacher Education Gap  11Teacher Development: Building Commitments and Competencies  13Connecting Equity, Literacy, and Language in a Landscape of Practice  17Conclusion  20 2.  Understanding Ourselves and Others  21 Developing a Critical Awareness of Race  21A Pathway to Understanding  25Stumbling and Getting Back Up Again  27Developing a Critical Awareness of Culture  29Developing a Critical Awareness of Intersectionality  33Conclusion  35 3.  Inequities in Schools and Classrooms  36 Pushing Kids Out of School  37Limitations of Literacy Curricula and Assessment  40Literacy Teaching Routines and Structures  44Deficit Descriptions and Approaches  46Conclusion  49 4.  Racism in Schools and Society  51 The Invention of Race: A Brief History  51The Impact of Racial Categorizations  53Misinterpreting Critical Race Theory and the Need to Address Racism in School  57Literacy Educator Activism: Noticing, Questioning, Challenging  61Conclusion  63 5.  Many Literacies and Languages  65 Rethinking Perspectives About Literacy and Language  65Autonomous and Ideological Conceptions of Literacy Revisited  67A Bit of History: The Heath Study  68Critiquing the "Word Gap" Research  70Englishes, Raciolinguistics, and Code-Meshing  71Multilingualism, Dynamic Bilingualism, and Translanguaging  75Conclusion  77 6.  Toward Culturally Centered Teaching  79 Meet Cecilia  80Meet Andrea  84Examining Teachers and Teaching Through Advocacy-Focused Frameworks  88Seeing Teachers Within and Beyond Frameworks  93Conclusion  94 7.  Toward Critical Teaching  95 Critical Literacy: Questioning Texts and the World  96Meet Jennifer  99Revisiting Andrea  101Youth and Educator Activism  103Revisiting Cecilia  103Meet Burton  104Connecting With Established Organizations  106Conclusion  108 8.  Pathways Toward Advocacy-Focused Teaching  110 Noticing Inequities and Envisioning Change  110Noticing Inequities and Forging Change  113Meet Kristin  114Next Steps  118Your Path Begins With You  118Envision and Forge Change  120Putting It All Together  124 References  127 Index  139 About the Authors  145

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Book SynopsisA practical book that addresses the consistent questions that were posed by secondary social studies teachers during professional learning sessions. In particular, it examines ways to break through the inclination and perception expressed by many teachers that ‘My kids cannot do that.’Trade Review"Filled with excellent examples of model lessons and units, any social studies educator will find this book a valuable addition to their professional library."—CHOICETable of ContentsPrefaceAcknowledgments1. "But My Kids Cannot Do This . . .": Challenging Perceptions About HistoricalInvestigations My Why, Part IMy Why, Part 2Professional LearningThe History Lab 2.0The Only Constant Is Change!Conclusions2:."Yes, Your Students Can Do This": Historical Investigation for All StudentsA Roadmap Teaching UpBuild ScaffoldsIn the Center Ring, Inquiry Versus Coverage and ControlMaking the Inquiry Question Accessible for AllAdapting Historical Sources: Political Cartoons and ImagesModifying a Text SourceScaffolding the ProcessConclusion3. "Is Every Day a Lab?": What Happens Between History Labs? The Twinkies of Lessons"Is Every Day a Lab?"Seriously, No Trench Foot, or Tanks, or Mustard Gas?Woven Into Every Unit"Like a Prairie Fire . . . "What Happens Between History Labs?4. "Is There an Easy Way to Develop Questions . . .?": Sorry, No One Stop ShoppingThe Engagement CliffThe Brain and QuestionsWhy Questions in Social Studies?Organizing the Mental BedroomTypes of QuestionsWe Learned That in October, You Mean I Was Supposed to Remember That?Unit-Wide QuestionsBuilding Lesson-Level QuestionsCoverage Demands Choices"Would You Have Your Student's Debate Slavery?"Open Versus Closed QuestionsThe People in the Past Were StupidThe Tug of War Between Relevance and AccuracyA Little Sex Appeal Goes a Long WayHistorical Categories of InquiryTypese of QuestionsIt Is Iterative and Recursive and Frustrating (but Also Exciting)!Marcus Garvey: The Evolution of a History Lab QuestionHaving Students Develop Their Own QuestionsConclusion5. "Discission Is for Classes Like Foreign Language:" Expanding Discussion in the Classroom to Deepen Student Facility With Historical Thinking Please, Not Another Strike!Not Going to Do ItLet's TalkIt Is Not Just Debates"I Don't Feel Comfortable"Teacher Talk Moves and HistoryBuilding Student Capacity for DiscussionScoring and FeedbackThe Pullman Strike of 1894Source-Based TestimonySetting the StageA Hearing Is Now Called to Order!Discussion and PullmanConclusions6. "My Kids Felt More Seen Today": Teaching Hard Histories Why Hard Histories?Controversial Issues and Hard HistoriesHard Histories and InquiryLGBTQ+ HistoryGetting By With the Help of Some Friends!The InvestigationStructuring the InvestigationIt Wasn't Just Stonewall"No Union Is More Profound Than Marriage"What's the Big Deal?7. Avoiding the Shame of the Scantron Machine: Assessing Historical Thinking Social Studies AssessmentsI Took Tests; Weren't They Assessing My Historical Thinking?Instruction and Assessment DisconnectNo Dates, No Names, Then What Do I Assess?What Tools Are Available for Teachers?Formative Assessment Tools for Historical Thinking"Not Another Essay!": Exploring Alternative Summative AssessmentsConclusionConclusion: "I Don't Always Mention Those Words": The Power of Partnerships Initiating the PartnershipThe Planning MeetingIntervisitations"I Don't Always Mention Those Words"ReferencesIndexAbout the Author

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Book SynopsisTraces the formation of postcolonial studies and digital humanities as fields, identifying how they can intervene in knowledge production in the digital age. Roopika Risam examines the role of colonial violence in the development of digital archives and the possibilities of postcolonial digital archives for resisting this violence.

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Book SynopsisReformed American Dreams explores the experiences of low-income single mothers who pursued higher education while on welfare after the 1996 welfare reforms. This research occurred in an area where grassroots activism by and for mothers on welfare in higher education was directly able to affect the implementation of public policy. Trade Review"Sheila Katz's study of single women with children on CalWORKS in the San Francisco bay area should be read by those who have stereotyped low-income women in need of assistance, who we often gratuitously denigrate. Katz's interviews demonstrate these women are willing to work and—against all odds (and sometimes the bureaucracy)—seek to advance their fortunes and those of their children by seeking higher education. It is an important, empathic, empowering story." -- Robert Hauhart * author of Seeking the American Dream *"The American Dream is betrayed by policies that promotes college for some but not all. In this must-read, Sheila Katz reveals this harsh reality in painstaking detail and, as a scholar-activist, demands that we do something about it.” -- Sara Goldrick-Rab * Founding Director of the Hope Center for College, Community, and Justice *"Katz chronicles the inspiring 'survival narratives' and grassroots activism of mothers receiving public assistance as they negotiate the many barriers to achieving the American Dream. They offer powerful lessons for remaking it from a materialist and individualist vision to one that nurtures community-building and well-being for all." -- Nancy Naples * Author of Grassroots Warriors: Activist Mothering, Community Work, and the War on Poverty *"Recommended." * Choice *Selected New Books on Higher Education compiled by Ki-Jana Deadwyler and Ruth Hammond https://www.chronicle.com/article/Selected-New-Books-on-Higher/246666?key=137mX8P5kNfptPQAJSOgWMNQT5_Zvkgu5NT2iXPiz_vwC1tQHEYfJH7qLUkMonygb0NxU1VfZFRIQU1qYk85Q1lTS0xaLUtnQkloUUZuZTUzOUdjdDlzYkhmRQ * Chronicle of Higher Education *"Well written and well organized and is an approachable read for undergraduate or graduate students in public policy, sociology, poverty, and/or women’s studies. Importantly, the policy recommendations she presents in her book are based on the analysis of the experiences and lives of the single mothers themselves. The American Dream can have meaning beyond economic mobility to include living a fulfilling life through education and time spent with family and community." * Gender & Society *"Katz has illuminated the significance of higher education and the safety net, both of which require progressive reform least they collapse under the weight of a greater depression. We could do worse than learn from student mothers on welfare." * Cercles *"This book demonstrates that mothers on welfare in higher education are pursuing the American Dream, and if policymakers truly want to get these mothers off public assistance, they need to facilitate access to higher education, so they can experience upward mobility into family-supporting jobs." * Work and Occupations *Table of ContentsContents Acknowledgments List of Abbreviations and Acronyms Preface 1 Reforming the American Dream 2 Pathways onto Welfare and into College 3 Reformed Grassroots Activism 4 Survival through College 5 My Education Means Everything to Me 6 Hope and Fear during the Great Recession 7 Graduating into the Great Recession 8 An American Dream for All Afterword Appendices Notes Bibliography Index

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Book SynopsisReformed American Dreams explores the experiences of low-income single mothers who pursued higher education while on welfare after the 1996 welfare reforms. This research occurred in an area where grassroots activism by and for mothers on welfare in higher education was directly able to affect the implementation of public policy. Trade Review"Sheila Katz's study of single women with children on CalWORKS in the San Francisco bay area should be read by those who have stereotyped low-income women in need of assistance, who we often gratuitously denigrate. Katz's interviews demonstrate these women are willing to work and—against all odds (and sometimes the bureaucracy)—seek to advance their fortunes and those of their children by seeking higher education. It is an important, empathic, empowering story." -- Robert Hauhart * author of Seeking the American Dream *"The American Dream is betrayed by policies that promotes college for some but not all. In this must-read, Sheila Katz reveals this harsh reality in painstaking detail and, as a scholar-activist, demands that we do something about it.” -- Sara Goldrick-Rab * Founding Director of the Hope Center for College, Community, and Justice *"Katz chronicles the inspiring 'survival narratives' and grassroots activism of mothers receiving public assistance as they negotiate the many barriers to achieving the American Dream. They offer powerful lessons for remaking it from a materialist and individualist vision to one that nurtures community-building and well-being for all." -- Nancy Naples * Author of Grassroots Warriors: Activist Mothering, Community Work, and the War on Poverty *"Recommended." * Choice *Selected New Books on Higher Education compiled by Ki-Jana Deadwyler and Ruth Hammond https://www.chronicle.com/article/Selected-New-Books-on-Higher/246666?key=137mX8P5kNfptPQAJSOgWMNQT5_Zvkgu5NT2iXPiz_vwC1tQHEYfJH7qLUkMonygb0NxU1VfZFRIQU1qYk85Q1lTS0xaLUtnQkloUUZuZTUzOUdjdDlzYkhmRQ * Chronicle of Higher Education *"Well written and well organized and is an approachable read for undergraduate or graduate students in public policy, sociology, poverty, and/or women’s studies. Importantly, the policy recommendations she presents in her book are based on the analysis of the experiences and lives of the single mothers themselves. The American Dream can have meaning beyond economic mobility to include living a fulfilling life through education and time spent with family and community." * Gender & Society *"Katz has illuminated the significance of higher education and the safety net, both of which require progressive reform least they collapse under the weight of a greater depression. We could do worse than learn from student mothers on welfare." * Cercles *"This book demonstrates that mothers on welfare in higher education are pursuing the American Dream, and if policymakers truly want to get these mothers off public assistance, they need to facilitate access to higher education, so they can experience upward mobility into family-supporting jobs." * Work and Occupations *Table of ContentsContents Acknowledgments List of Abbreviations and Acronyms Preface 1 Reforming the American Dream 2 Pathways onto Welfare and into College 3 Reformed Grassroots Activism 4 Survival through College 5 My Education Means Everything to Me 6 Hope and Fear during the Great Recession 7 Graduating into the Great Recession 8 An American Dream for All Afterword Appendices Notes Bibliography Index

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Book SynopsisTrade ReviewKennedy’s book serves as a guide to applying pedagogical principles to school library strategies that promote literacy, increase access, and practice inclusive and equitable practices with a culturally proficient mindset ... [It is] thoughtful and practical."— BooklistTable of ContentsIntroduction Part 1: School Librarian Chapter1: Looking Inward Chapter 2: Mindful Modeling Part 2: School Library Chapter 3: Working with What You Have Chapter 4: Step into the Library Chapter 5: Thriving Partnerships Part 3: Learner Chapter 6: Active Participants Chapter 7: Scenarios Part 4: Evaluation Chapter 8: School Librarian Evaluation Chapter 9: Learner EvaluationConclusion Appendixes Appendix A: Worksheets Worksheet A.1: Social Identity Garden Worksheet Worksheet A.2: Personal Identity Garden Worksheet Worksheet A.3: KWWHL Chart Worksheet Work Cited Index

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Book SynopsisOffers a model for increasing equity in STEM education at the K12 level in the United States. In STEM Education in Underserved Schools, editor Julia V. Clark addresses an urgent national problem: the need to provide all students with a quality STEM education. Clark brings together a prestigious group of scholars to uncover the factors that impede equity and access in STEM education teaching and learning and provides research-based strategies to address these inequities. This contributed volume demonstrates that students of color and those from lower socioeconomic communities have less access to qualified science and mathematics teachers, less access to strong STEM curriculum, less access to resources, and fewer classroom opportunities than their peers at other schools. Identifying the challenges and best practices related to producing more equitable and inclusive routes to access STEM education and professions, contributors explain how to positively impact the trajectory of individuaTable of ContentsForewordEdmund W. GordonAcknowledgmentsChapter 1. An Overview of STEM Education in the United StatesJulia V. ClarkChapter 2. The Role of Assessment in Driving Change in STEM Teaching and LearningJoseph Krajcik, Emily Adah Miller, and Susan CodereChapter 3. The Achievement Gap in Mathematics and Science: Barriers to a Quality STEM EducationJulia V. ClarkChapter 4. Transforming Teaching and Learning in the STEM ClassroomEllen B. MeierChapter 5. Science and Engineering Curriculum and Instruction That Promotes Equity and Justice: Hidden Spots, Bright Spots, Hot Spots, and Gathering SpotsHeidi B. Carlone and Elizabeth A. DavisChapter 6. Chronicling Education Challenges in STEM EducationJulia V. ClarkChapter 7. Finnish Middle School Curriculum of STEM Subjects Emphasizes PISA and Transversal CompetenciesJari M. Lavonen and Do-Yong ParkChapter 8. STEM Education in Singapore: Issues of Equity, Access, and ExcellenceJason TanChapter 9. Building Synergies to Ensure Greater Access to Quality STEM Opportunities for All Australian StudentsDebra PanizzonChapter 10. STEM Education Reform through International Innovation and CollaborationJulia V. ClarkChapter 11. Equity, Access, and Excellence: Making STEM a World-Class Education for All StudentsJulia V. ClarkContributorsAbout the EditorIndex

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Book SynopsisIn 2014 the `Trojan Horse' affair, an alleged plot to `Islamify' several state schools in Birmingham, caused a previously highly successful school to be vilified. Holmwood and O'Toole challenge the accepted narrative and show how it was used to justify an intrusive counter extremism agenda.Trade Review"A compelling alternative analysis of the `Trojan Horse’ affair, shining much-needed light on a serious but neglected vector of educational inequality in the UK." Reza Gholami, University of Birmingham“This highly engaging book charts the pervasive and politically motivated racialization of Muslim communities in Britain today. Detailed in its use of evidence and comprehensive in its analysis, it should be compulsory reading for everybody interested in the working of the state.” Nasar Meer, University of Edinburgh"Makes for important reading not only to rectify the injustices committed in the unfolding of the affair, but as part of the continued debate on what values should be promoted in schools, how these values should be interpreted, and their compatibility with religious expression." Journal of Education Policy“An assiduous, impeccably researched account of the events that took place in Birmingham….utterly devastating reading. I cannot recommend it strongly enough." Peter Oborne, journalist.Table of ContentsIntroduction: A plot to Islamicise schools? Part 1: Context `British values’ and community cohesion Prevent: from hearts and minds to muscular liberalism Community cohesion, schooling and Prevent Religious education, collective worship and publicly funded education Governance, school reform and change management Part 2: The case Introducing the case Enter Ofsted The Clarke and Kershaw Reports The NCTL hearings and their collapse Conclusion: Lessons from the Trojan Horse affair

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Book SynopsisPeter Scott examines the development of mass higher education and calls for robust action to secure fair access at all levels and changes in the governance and management at both system and institutional levels to ensure more democratic accountability.Table of Contents1. A ‘General Crisis’? 2. ‘Post-War’ to Post-Millennium 3. The Development of Mass Higher Education 4. Themes and Transformations 5. Higher Education Today 6. A Further Gaze 7. The UK in the 21st Century 8. COVID-19 Emergency and Market Experiment 9. What is to be done?

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Book SynopsisPeter Scott examines the development of mass higher education and calls for robust action to secure fair access at all levels and changes in the governance and management at both system and institutional levels to ensure more democratic accountability.Table of Contents1. A ‘General Crisis’? 2. ‘Post-War’ to Post-Millennium 3. The Development of Mass Higher Education 4. Themes and Transformations 5. Higher Education Today 6. A Further Gaze 7. The UK in the 21st Century 8. COVID-19 Emergency and Market Experiment 9. What is to be done?

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Book SynopsisDespite progress, the Western higher education system is still largely dominated by scholars from the privileged classes of the Global North. This book presents examples of efforts to diversify points of view, include previously excluded people, and decolonize curricula. What has worked? What hasn’t? What further visions do we need? How can we bring about a more democratic and just academic life for all? Written by scholars from different disciplines, countries, and backgrounds, this book offers an internationally relevant, practical guide to ‘doing diversity’ in the social sciences and humanities and decolonising higher education as a whole.Table of ContentsIntroduction: Why Diversity, Inclusion, and Decolonization Matter - Abby Day, Lois Lee, Dave S.P. Thomas, and James Spickard Part I: Changing Universities Negotiating Diversity, a Personal Reflection - Martin Stringer Demystifying the ‘Decolonising’ and ‘Diversity’ Slippage: Reflections from Sociology - Ali Meghji, Seetha Tan, and Laura Wain Doing Diversity Inclusively: ‘East Asians’ in Western Universities - Lin Ma This Island’s Mine: University Teaching as Inclusive Dramaturgy - Danny Braverman Emergent Tensions in Diversity and Inclusion Work in Universities: Reflections on Policy and Practice - Samantha Brennan, Gwen Chapman, Belinda Leach, and Alexandra Rodney Part II: Diversifying Curricula How ‘Diverse’ is Your Reading List? Tools, Tips, and Challenges - Karen Schucan Bird Perceptions, Expectations, and Pluralised Realities: Reflections on Building Staff–Student Partnerships Through a Reading List Review - Dave S.P. Thomas Decolonizing Research Methods: Practices, Challenges, and Opportunities - Sara Ewing Towards an Intersectional Feminist Pedagogy of Gender-Based Violence - Denise Buiten, Ellen Finlay, and Rosemary Hancock Part III: Diversifying Research and Scholarship How Would a World Sociology Think? Towards Intellectual Inclusion - James Spickard Whom We Cite: A Reflection on the Limits and Potentials of Critical Citation Practices - Januschka Schmidt Scholarship in a Globalized World: The Publishing Ecosystem and Alternatives to the Oligopoly - Paige Mann Part IV: Overcoming Intellectual Colonialism Dealing with the Westernisation of Chinese Higher Education: Evidence from a Social Science Department - Fabio Bolzonar Opportunities and Challenges in Integrating Indigenous Peoples and Cultural Diversity in International Studies - Gretchen Abuso Decolonial Praxis beyond the Classroom: Reflecting on Race and Violence - Federico Settler Epilogue: What We Have Learned - Abby Day, Lois Lee, Dave S.P. Thomas, and James Spickard

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Book SynopsisDespite progress, the Western higher education system is still largely dominated by scholars from the privileged classes of the Global North. This book presents examples of efforts to diversify points of view, include previously excluded people, and decolonize curricula. What has worked? What hasn’t? What further visions do we need? How can we bring about a more democratic and just academic life for all? Written by scholars from different disciplines, countries, and backgrounds, this book offers an internationally relevant, practical guide to ‘doing diversity’ in the social sciences and humanities and decolonising higher education as a whole.Table of ContentsIntroduction: Why Diversity, Inclusion, and Decolonization Matter - Abby Day, Lois Lee, Dave S.P. Thomas, and James Spickard Part I: Changing Universities Negotiating Diversity, a Personal Reflection - Martin Stringer Demystifying the ‘Decolonising’ and ‘Diversity’ Slippage: Reflections from Sociology - Ali Meghji, Seetha Tan, and Laura Wain Doing Diversity Inclusively: ‘East Asians’ in Western Universities - Lin Ma This Island’s Mine: University Teaching as Inclusive Dramaturgy - Danny Braverman Emergent Tensions in Diversity and Inclusion Work in Universities: Reflections on Policy and Practice - Samantha Brennan, Gwen Chapman, Belinda Leach, and Alexandra Rodney Part II: Diversifying Curricula How ‘Diverse’ is Your Reading List? Tools, Tips, and Challenges - Karen Schucan Bird Perceptions, Expectations, and Pluralised Realities: Reflections on Building Staff–Student Partnerships Through a Reading List Review - Dave S.P. Thomas Decolonizing Research Methods: Practices, Challenges, and Opportunities - Sara Ewing Towards an Intersectional Feminist Pedagogy of Gender-Based Violence - Denise Buiten, Ellen Finlay, and Rosemary Hancock Part III: Diversifying Research and Scholarship How Would a World Sociology Think? Towards Intellectual Inclusion - James Spickard Whom We Cite: A Reflection on the Limits and Potentials of Critical Citation Practices - Januschka Schmidt Scholarship in a Globalized World: The Publishing Ecosystem and Alternatives to the Oligopoly - Paige Mann Part IV: Overcoming Intellectual Colonialism Dealing with the Westernisation of Chinese Higher Education: Evidence from a Social Science Department - Fabio Bolzonar Opportunities and Challenges in Integrating Indigenous Peoples and Cultural Diversity in International Studies - Gretchen Abuso Decolonial Praxis beyond the Classroom: Reflecting on Race and Violence - Federico Settler Epilogue: What We Have Learned - Abby Day, Lois Lee, Dave S.P. Thomas, and James Spickard

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Book SynopsisDemocracy is neither inevitable nor guaranteed to last. To survive, democracy needs people adequately prepared to enact it. Such preparation for effective citizenship in a complex and plural world requires an adult civic education, one that goes beyond simple knowledge acquisition. It requires a transformative education to help learners become agents and co-shapers of their worlds. This book offers examples of the roles that civic education has played and can play in different communities. In this collection, scholars from around the world report and reflect on civic adult education, examining approaches, paradigms, and concepts that help us to act in culturally, ethnically, linguistically, and religiously diverse societies.Trade ReviewThis timely, wide-ranging volume reminds us that democracy requires intentional, lifelong learning and practice. It will be a valuable scholarly resource for civic educators and researchers who seek to study, understand, and apply active forms of civic education to support and sustain democratic values and skills. The chapters cover a broad range of theory and applied examples from around the world regarding the why, what, and how of adult civic education." - Jonathan R. Alger, president, James Madison University"This important and timely book takes a comprehensive look at the purpose, role, and impact of civic engagement on the development, attainment, and retention of stable democracies. The variety of contributing authors in this text take incisive examinations of civic engagement in a variety of global contexts and deftly confront the ways in which an understanding of the political, social, and economic environs contribute to our ability to develop new paradigms for civic learning and democratic engagement. The text further elucidates the ways in which an educated citizenry is one of the biggest assets any evolved society can offer to the world in an effort to maintain peace, order, and stability. These various arguments and positions also make it clear to the reader that a postsecondary education is not a “nice-to-have,” but a “must-have” for nations seeking to constructively advance democratic ideals and promulgate a civil society through adult and traditional learners’ exposure to diverse people, cultures, languages, and ideals." - Yolanda Watson Spiva, president, Complete College America, co-author of Daring to Educate: The Legacy of the Early Spelman College Presidents, and contributing author to Recognizing Promise: The Role of Community Colleges in a Post Pandemic World"The book is an impressive testimony of the importance of democratic, civic adult education in times of increasing authoritarianism. The editors present a wide variety of theoretical and practical contributions that will inspire a broad readership of educators and educationalists all over the world." - Danny Widemeersch, professor emeritus of social and cultural pedagogy at KU Leuven (Belgium)

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Book SynopsisDespite the impressive growth of inclusive education around the world, questions and considerations about equity have been neglected. This edited volume makes a major contribution to the field of inclusive education by analyzing equity concerns that have emerged from the implementation of inclusive education models in nine nations on five continents.The authors examine how disparate approaches to inclusive education are mediated by the official and implicit goals of public education; by access to intellectual, human, and material resources; and by collective understanding of and educational responses to sociocultural differences. Inclusive Education provides critical reviews of research on this important education reform movement, as well as a refined theoretical understanding of the ways equity is addressed. It also offers lessons for future policy and research that are mindful of equity.Trade Review“The discourse of inclusion in the United States has clung to thin examinations of professional practices and standardized notions of student deficits. This volume offers a thoughtful remedy by exploring the cultural and political dimensions that contribute to the construction of human difference in a variety of local contexts. Appreciated in contextual complexity, inclusion is much more than a question of disability and accommodation. It presses us to question our highest purposes and hopes for schooling.” — Scot Danforth, professor and director, School of Teacher Education, San Diego State University“At a time when most countries are struggling to develop more equitable education systems, this book provides a rich and valuable resource of ideas. Drawing on accounts of developments in diverse countries, the volume is unusual in the way that it conceptualizes inclusive education as being about a broad range of groups that are vulnerable to marginalization, exclusion, and low achievement.” — Mel Ainscow, professor, University of Manchester, United Kingdom“This powerful collection of cross-cultural analyses penetrates the dilemma of implementing inclusion and equity within the contexts of vastly differing cultures and histories. Unique in its range of empirical and theoretical perspectives, Inclusive Education persuades us that, while it is impossible to devise a one-size-fits-all model of inclusion, the hallmark of education in the twenty-first century must be a global commitment to the search for equity.” — Beth Harry, professor and chair, Department of Teaching and Learning, University of Miami.

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Book SynopsisThe die-hard local skateboarders of Franklin Skatepark—a group of working-class, Latino and white young men in the rural Midwest—are typically classified by schools and society as “struggling,” “at-risk,” “failing,” and “in crisis.” But at the skatepark, they thrive and succeed, not only by landing tricks but also by finding meaning and purpose in their lives.In Dropping In, Robert Petrone draws from multiple years of ethnographic research to bring readers into this rich environment, exploring how and why these young men engage more with skateboarding and its related cultural communities than with school. For them, it is in these alternative communities and spaces that they meet their intellectual, literate, and learning needs; cultivate meaningful and supportive relationships; and develop a larger understanding of their place in the world. By looking at what these skateboarders can teach us about what is right and working in their lives, Petrone asks educators and others committed to youth development to rethink schooling structures and practices to provide equitable education for all students.Trade Review “Dropping In provides a fascinating look into a small group of participants at a rural public skatepark and their learning as cultural practice. The book is well written, compelling, and a delight to read, with a good balance of clearly articulated theory and analytically driven empirical contributions.”—Jasmine Y. Ma, associate professor of teaching and learning at New York University “Dropping In challenges readers to reconsider the notion of the ‘at-risk’ student and to redefine what counts as learning and literacy. It will appeal to learning and literacy scholars, teacher educators, K–12 teachers, and others who work with adolescents in communities.”—Wendy R. Williams, author of Listen to the Poet: Writing, Performance, and Community in Youth Spoken Word Poetry

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Book SynopsisThe book Beyond Marginality: Understanding the Intersection of Race, Ethnicity, Gender and Difference in Educational Leadership Research promotes new theoretical and conceptual frameworks for the study of race and ethnicity in educational leadership. In this volume, new generations of scholars of color are moving beyond research that has not been necessarily focused or generated by diverse groups. The authors are purposeful in transcending systemic inequities and injustices in the stratified representation of practitioners and researchers by bringing in a new movement with innovative and impactful theoretical and conceptual frameworks in educational leadership.

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Book SynopsisThe book Beyond Marginality: Understanding the Intersection of Race, Ethnicity, Gender and Difference in Educational Leadership Research promotes new theoretical and conceptual frameworks for the study of race and ethnicity in educational leadership. In this volume, new generations of scholars of color are moving beyond research that has not been necessarily focused or generated by diverse groups. The authors are purposeful in transcending systemic inequities and injustices in the stratified representation of practitioners and researchers by bringing in a new movement with innovative and impactful theoretical and conceptual frameworks in educational leadership.

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Book SynopsisCaribbean Discourse in Inclusive Education Volume II Responding to Learner Diversity and Learner Difficulties shares selected critical reflections and recommendations on the way educational communities respond to student diversity and difficulties learning. These contexts include the Caribbean, the Diaspora, and beyond. Authors explore issues and strategies for realizing and sustaining the agenda of education for all within primarily, but not limited to, the Caribbean. While the authors are aware of the ongoing debate between the terms `education for all’ and `inclusive education’, we use these terms interchangeably. We hold the position that inclusive education is about commitment to removing barriers to optimum learning for all learners regardless of age, ability, ethnicity, gender, geography, race, religion, sexual orientation or other differences. Responding to Learner Diversity and Difficulties extend the discourse to include stakeholders committed to sharing their experiences and strategies for overcoming barriers to inclusive education.This second volume presents research that examines how teachers can respond to students with disabilities and difficulties learning, teach challenging curriculum content in mathematics and literacy, build citizenship through student voice, improve teacher practice via co-teaching and critical reflection, promote inclusive practice through leadership and advocacy. It can be used as a core text or companion reader for students at the undergraduate and graduate levels, lecturers, practitioners, researchers and policy makers.Table of Contents Foreword, Jerome De Lisle. Preface, Dennis A. Conrad and Stacey N. J. Blackman. Part I: Responding To Diversity-Children, Youth, Students With Disabilities And Learning Difficulties. Embracing Diversity in the Early Year’s Setting: Challenges and Opportunities for Teacher Professional Development, Mónica Lourenço and Ana Isabel Andrade. Supporting Student Diversity and Learning Difficulty: A Strengths Based Culturally Responsive Model of Support in Mathematics, Audrey M. Sorrells, Elisheba Kiru and Chelseaia Charran. Meeting the Needs of Students at Risk Especially English Language Learners and Immigrants in an Urban Classroom: A Case Study, Benedict L. Adams. From At-Risk to Take a Risk: Strategies for Supporting Gifted African American Males with Dyslexia, Shawn A. Robinson and Joy Lawson Davis. Leading the Charge: Teacher Perceptions of Working with Students At-Risk of or Identified with Emotional and Behavioral Disorders, Nickisha Borris-Lezama and Dyanis Conrad-Popova. Part II: Responding To Curriculum Challenges. From Academic Performances and Learning in Mathematics to a Transcultural Knowledge: An Example in the Cultural Environment of Martinique, Mélissa Arneton and Line Numa-Bocage. D.A.N.C.E. into Differentiation: Innovative Learning and Language Teaching, Holly W. Arnold. Theory and Practice of Using Culturally Diverse Books to Improve Caribbean K-12 Curricula, Charlene Barners Rowland and Faith-Ann McGarrell. Cooperative Learning as Critical Culturally Sustaining/ Responsive Pedagogy, Harriet J. Bessette and Joy Carter Hicks. Creativity and Dyscalculia: Building on Strengths – Circumventing Deficits, Fredricka Reisman. When the Humming Hurts: The Strength that Lies Beneath, Sheryl D. Scales and Deborah J. Conrad. Part III: Teachers And Students’ Responses To Diversity. Culturally Relevant Teacher Self-Efficacy among Pre-Service and In- Service Teachers in St. Lucia: An exploration, Talia Esnard and Christine Descartes. Learning from our Stories: Narratives in Culturally Sustaining Pedagogy, Kelly Puzio, Sarah N. Newcomer and Kristen L. Pratt. Exploring the Potential Benefits of Co-Teaching for Learner Diversity and Learning Difficulties: Two Voices, Lisa Lamondie-Grenville and Lisa M. Philip. Teaching CCSS Mathematics: Engaging Students with Learning Disabilities in General Education Classrooms, Susan J. Courey and Kiera Chas. Part Iv: Advocacy And Responsiveness. Models to Promote Parent Involvement in Children’s Education within the U.S. Virgin Islands, Carla M. Sewer and Nerisssa LeBlanc Gillum. Barbadian and Vincentian Students’ Understandings of Difference, it’s Tensions and Including All Students, Stacey N. J. Blackman, Ken Williams, Dennis A Conrad, and Theresa Abo-Deeb Gentile. Responding to Barriers to Inclusion: The Voices of Tertiary Level Students with Disabilities in Barbados and Trinidad and Tobago, Stacey N. J. Blackman, Dennis A. Conrad and Lisa M Philip. Transformative Teacher Leadership IS Inclusive Education: A Cross-Cultural Consideration of Teachers’ Work in Jamaica and The United States, Eleanor Blair. About the Contributors.

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Book SynopsisCaribbean Discourse in Inclusive Education Volume II Responding to Learner Diversity and Learner Difficulties shares selected critical reflections and recommendations on the way educational communities respond to student diversity and difficulties learning. These contexts include the Caribbean, the Diaspora, and beyond. Authors explore issues and strategies for realizing and sustaining the agenda of education for all within primarily, but not limited to, the Caribbean. While the authors are aware of the ongoing debate between the terms `education for all’ and `inclusive education’, we use these terms interchangeably. We hold the position that inclusive education is about commitment to removing barriers to optimum learning for all learners regardless of age, ability, ethnicity, gender, geography, race, religion, sexual orientation or other differences. Responding to Learner Diversity and Difficulties extend the discourse to include stakeholders committed to sharing their experiences and strategies for overcoming barriers to inclusive education.This second volume presents research that examines how teachers can respond to students with disabilities and difficulties learning, teach challenging curriculum content in mathematics and literacy, build citizenship through student voice, improve teacher practice via co-teaching and critical reflection, promote inclusive practice through leadership and advocacy. It can be used as a core text or companion reader for students at the undergraduate and graduate levels, lecturers, practitioners, researchers and policy makers.Table of Contents Foreword, Jerome De Lisle. Preface, Dennis A. Conrad and Stacey N. J. Blackman. Part I: Responding To Diversity-Children, Youth, Students With Disabilities And Learning Difficulties. Embracing Diversity in the Early Year’s Setting: Challenges and Opportunities for Teacher Professional Development, Mónica Lourenço and Ana Isabel Andrade. Supporting Student Diversity and Learning Difficulty: A Strengths Based Culturally Responsive Model of Support in Mathematics, Audrey M. Sorrells, Elisheba Kiru and Chelseaia Charran. Meeting the Needs of Students at Risk Especially English Language Learners and Immigrants in an Urban Classroom: A Case Study, Benedict L. Adams. From At-Risk to Take a Risk: Strategies for Supporting Gifted African American Males with Dyslexia, Shawn A. Robinson and Joy Lawson Davis. Leading the Charge: Teacher Perceptions of Working with Students At-Risk of or Identified with Emotional and Behavioral Disorders, Nickisha Borris-Lezama and Dyanis Conrad-Popova. Part II: Responding To Curriculum Challenges. From Academic Performances and Learning in Mathematics to a Transcultural Knowledge: An Example in the Cultural Environment of Martinique, Mélissa Arneton and Line Numa-Bocage. D.A.N.C.E. into Differentiation: Innovative Learning and Language Teaching, Holly W. Arnold. Theory and Practice of Using Culturally Diverse Books to Improve Caribbean K-12 Curricula, Charlene Barners Rowland and Faith-Ann McGarrell. Cooperative Learning as Critical Culturally Sustaining/ Responsive Pedagogy, Harriet J. Bessette and Joy Carter Hicks. Creativity and Dyscalculia: Building on Strengths – Circumventing Deficits, Fredricka Reisman. When the Humming Hurts: The Strength that Lies Beneath, Sheryl D. Scales and Deborah J. Conrad. Part III: Teachers And Students’ Responses To Diversity. Culturally Relevant Teacher Self-Efficacy among Pre-Service and In- Service Teachers in St. Lucia: An exploration, Talia Esnard and Christine Descartes. Learning from our Stories: Narratives in Culturally Sustaining Pedagogy, Kelly Puzio, Sarah N. Newcomer and Kristen L. Pratt. Exploring the Potential Benefits of Co-Teaching for Learner Diversity and Learning Difficulties: Two Voices, Lisa Lamondie-Grenville and Lisa M. Philip. Teaching CCSS Mathematics: Engaging Students with Learning Disabilities in General Education Classrooms, Susan J. Courey and Kiera Chas. Part Iv: Advocacy And Responsiveness. Models to Promote Parent Involvement in Children’s Education within the U.S. Virgin Islands, Carla M. Sewer and Nerisssa LeBlanc Gillum. Barbadian and Vincentian Students’ Understandings of Difference, it’s Tensions and Including All Students, Stacey N. J. Blackman, Ken Williams, Dennis A Conrad, and Theresa Abo-Deeb Gentile. Responding to Barriers to Inclusion: The Voices of Tertiary Level Students with Disabilities in Barbados and Trinidad and Tobago, Stacey N. J. Blackman, Dennis A. Conrad and Lisa M Philip. Transformative Teacher Leadership IS Inclusive Education: A Cross-Cultural Consideration of Teachers’ Work in Jamaica and The United States, Eleanor Blair. About the Contributors.

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