Educational strategies and policy: inclusion Books

Book SynopsisWhat does a great paraprofessional need to know and do? You'll find real-world answers from two experts in the second edition of this bestselling guidebook. Passionate inclusion advocates Julie Causton and Kate MacLeod bring you a supremely practical guide to surviving and thriving as an integral part of your school's inclusive team. You'll get immediately applicable strategies for mastering every facet of your complex role: collaborating with other team members, selecting accommodations and modifications, facilitating peer connections, fading your support, and much more. And you'll find a treasure trove of tools-including activities, learning checks, reproducible templates, FAQs, and short to-do lists-to help you reflect on your practice and strengthen your daily work. An essential hands-on guide for new and seasoned paraprofessionals-and a must-have for the educators and other professionals who support them-this empowering book takes the guesswork out of this critical classroom role so you can help students with disabilities reach their full potential.WHAT'S NEW: New chapter on Respectful Support for Developing Student Independence More on key topics such as collaboration, presuming competence, and supporting social and academic success for students with diverse abilities New and updated research, practices, digital tools, resources, examples, quiz questions, and reflection activities throughout the book Package of online materials, including printable activities, forms, and worksheets Table of Contents About the Forms and Online Materials About the Authors Foreword Preface Acknowledgements Dedication Chapter 1: The Paraprofessional Chapter 2: Inclusive Education Chapter 3: Special Education Chapter 4: Collaborating with Others Chapter 5: Rethinking Your Students: Presuming Competence Chapter 6: Providing Academic Supports Chapter 7: Providing Social Supports Chapter 8: Providing Behavioral Support Chapter 9: Respectful Support for Developing Student Independence Chapter 10: Supporting Yourself References Index

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Book SynopsisStudents with complex support needs are at high risk for exclusion from general education and frequently require communication supports, assistive technology, and services from a variety of related service providers. Pre- and in-service educators need guidance on how to develop IEPs for this population. Organized around a process chart and covering each section in the IEP document, this book guides educators to create legally and ethically defensible IEPs that are also person-centered, useful, and meaningful.Table of Contents About the Downloads About the Authors About the Contributors Acknowledgments Preface SECTION I: Before the Meeting Chapter 1 - Getting the Team Together Appendix: Planning Worksheet—IEP Team Members Chapter 2 - Organizing IEP Preparation and Communication Appendix: IEP Team Data Collection Plan Chapter 3 - Fostering Collaborative and Trusting Relationships with Families and Students Appendix: Resources for Communicating with Families Chapter 4 - Discussing Data and Making Decisions Appendix: Skill Data Collection Plan SECTION II: Developing the IEP Chapter 5 - Describing Present Levels of Functional and Academic Performance Chapter 6 - Planning for Special Factors, Extended School Year, and Alternate Assessment Appendix: Summer Activities Planning Tool Chapter 7 - Determining What Gets Taught: Curriculum and Goals Appendix: Resources for Determining What Gets Taught Chapter 8 - Identifying Supplementary Aids and Services Appendix: Ecological Assessment With Supplementary Aids and Services Chapter 9 - Determining the Least Restrictive Environment Appendix: LRE Decision Flowchart SECTION III: At the Meeting and Afterward Chapter 10 - Setting an Agenda and Setting the Tone: Communication During the IEP Meeting Chapter 11 - After the Meeting: Implementing the IEP Appendix: Resources for Implementing the IEP

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Book SynopsisCoaching is one of the best ways to enhance the skills of early childhood practitioners and ensure high‐quality learning experiences for young children with and without disabilities. With this authoritative professional learning resource, educators and early interventionists will learn how to use coaching and consultation methods to support inclusion and ensure the best outcomes for all children from birth to five.Written by two experts on early childhood intervention and special education, this book introduces multiple models of professional collaboration and offers in‐depth guidance on how to implement an effective consultation/coaching model in early childhood settings. From big‐picture considerations to small logistical details, professionals will master the entire process of creating, maintaining, and evaluating a successful coaching relationship. In each chapter, case examples, discussion questions, chapter summaries, and group activities reinforce key points and encourage reflection.An essential professional resource and an ideal textbook for courses on consultation and coaching, this comprehensive guide will help early childhood practitioners work together to improve educational and developmental outcomes for all young children.DISCOVER HOW TO: Establish ground rules and objectives for coaching Build rapport and strong communication skills within a coaching relationship Systematically gather information about the child, teacher, and learning environment to inform coaching practices Work together to set and prioritize intervention goals for children Create and implement an action plan that addresses intervention goals Deliver effective performance feedback Evaluate the success of both the coaching plan and the partnership Use current technology to harness the benefits of tele‐intervention, mobile coaching, and remote consultation PRACTICAL MATERIALS: Support successful coaching and consultation with more than 25 reproducible downloads, including data collection forms, action plans, a planning matrix, self‐assessments, and coaching session sample logs. Instructors will also find downloadable PowerPoint presentations aligned to each chapter.Table of Contents About the Downloads About the Authors Preface Chapter 1: Introduction to Models of Professional Collaboration  Learning Objectives  New Roles and Responsibilities for Early Childhood Professionals  Models of Professional Collaboration: Promising Practices to Support Professional Learning  Models of Coaching and Consultation in Early Care and Education  Models of Consultation  Overview of Origin and Scope of Consultation in Early Childhood Intervention  Research on the Efficacy of Behavioral Consultation and Coaching  Consultation/Coaching in Early Childhood: A Professional Collaboration Model  Determining the Goals and Purpose of Consultation/Coaching  Who Provides Consultation/Coaching in Early Childhood Settings?  Research on How Consultation or Coaching is Used in Early Education and Intervention  Summary  Discussion Questions  Case Study Activities Chapter 2: Agreements for Coaching Services: Establishing Ground Rules for Coaching  Learning Objectives  Introduction: Establishing the Ground Rules for Coaching  Why Are Requests for Coaching Services Initiated  Establishing Objectives Before Initiating Coaching Services  Creating an Agreement for Coaching Services  Key Elements in an Agreement for Coaching Services  What Details Should Be Addressed in an Agreement for Coaching Services?  Benefits of a Formal Agreement for Coaching Services  Caveats Related to On‐Line and E‐Communications  Summary  Discussion Questions  Case Study Activities Chapter 3: Building Rapport in a Coaching Relationship  Learning Objectives  Introduction: The Nature of a Coaching Partnership  Initiating a Coaching Partnership  The Role of Rapport in Building a Coaching Partnership  Building and Sustaining Rapport: Recommendations for Coaches  Use of Interpersonal Communication Skills in Establishing and Building Rapport  Non‐Verbal Communication Skills Linked to Building Rapport  Verbal Communication Skills Linked to Building Rapport  Use of Different Forms of Questioning in Communicating with a Partner  Common Mistakes in Interpersonal Communication  The Role of Social Power and Influence in Coaching Partnerships  Perspectives and Interests of the Coach and Partner in a Coaching Relationship  Factors that May Contribute to the Success or Failure of a Coaching Partnership  Summary  Discussion Questions  Case Study Activities Chapter 4: Observation and Information Gathering  Learning Objectives  Introduction: Observation and Information Gathering  Getting to Know the Learning Enviornment  Assessing the Teaching Skills of Early Childhood Educators  Assessing the Program's Climate or Culture  Teddy, Alexis, Brittany, and Shelly  Summary  Discussion Questions  Case Study Activities Chapter 5: Implementing the Plan  Learning Objectives  Setting a Goal  Reviewing Assessment Information  Triaging or Prioritizing Targets for Intervention  Reaching Consensus and Moving Forward: Planning for Action  Selecting Strategies to Address the Issue  Choosing Child‐Focused Intervention Strategies  Choosing Evidence‐Based Strategies that Promote Adult Learning  Creating an Action Plan  Supports for Implementation  Curriculum Planning Matrices  Observation and Data Collection  Performance Feedback  Ways to Share Performance Feedback  Challenges to Implemtnation  Summary  Discussion Questions  Case Study Activities Chapter 6: Evaluating the Success of the Coaching Plan and the Partnership  Learning Objectives  Introduction: Evaluation of Coaching Partnerships  The Relationship Between Coaching Context and Evaluation  Use of Common Coaching Tools in Evaluating a Coaching Partnership  Evaluating the Process and Outcome of a Coaching Partnership  Expectations of Stakeholders: Implications for Evaluating a Coaching Partnership  Summary  Discussion Questions  Case Study Activities Chapter 7: Behind the Scenes in the Coaching Model  Learning Objectives  Introduction  The Role of Logistics in Supporting Effective Coaching: An Overview  Key Elements in a Coaching Partnership  Considerations in Assigning Coaching Personnel  The Expertise Model of Caseload Allocation  Cultural Competence in Assigning Caseloads  Enrollment of Children with Special Needs in Selected Programs  Assigning Caseloads: Striking a Balance  Supporting Coaching Services: Creating Office Space at Host Sites  Professional Preperation and Learning for Coaches: Building Capactiy  Key Elements in a Coaching Partnership: Personal and Professional Organization  Challenges in Adopting or Expanding Coaching Services  Summary  Discussion Questions  Case Study Activities Chapter 8: Coaching and Consultation in a Virtual World  Learning Objectives  Introduction  Building Effective Professional Relationships Virtually  Sharing Information Virtually  Creating Virtual Repositories of Resources  Capitalizing on the Benefits of Could‐Based Systems  Silver Linings  Virtual Coaching  Lessons Learned from Early Intervention Tele‐Intervention  Summary  Discussion Questions  Case Study Activities Index

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Book SynopsisFor students with disabilities from historically marginalized backgrounds, inequities in education and support services often lead to negative post-school outcomes. Promote successful adult lives for all students with disabilities—including historically marginalized culturally and linguistically diverse learners—with the new edition of this guide to the universal design for transition (UDT) framework.Like the popular first edition, this important text prepares teachers, transition coordinators, and principals of Grades 6–12 to apply the principles of universal design for learning to transition planning for all learners with disabilities. This reimagined guide adds an equity lens, so that educators can understand the needs of historically marginalized racially and ethnically diverse students and create culturally responsive and sustaining instruction, supports, and services as students approach transition age. Practical tips, examples, and downloadable tools help teachers apply the UDT framework successfully, and the voices of experienced educators provide guidance and insight throughout. Equally useful as a textbook and an in-service resource, this new edition will get educators ready to help all students with disabilities build fulfilling adult lives that reflect their goals and dreams.EDUCATORS WILL LEARN HOW TO: Reduce student opportunity gaps related to academic achievement and transition planning Incorporate the rich cultural heritage of historically marginalized students when planning their academic and transition curriculum Master the components of UDT, including multiple means of assessment, student self-determination, multiple life domains, and use of multiple resources and perspectives when making decisions Prepare students for key aspects of adult life: employment, postsecondary education, community living, and social inclusion and engagement Create culturally sustaining IEPs that honor the complexities of diverse students and families Promote equitable access to and use of technology with a UDT approach WHAT’S NEW: New focus on culturally responsive practices and supports Updated research throughout New and expanded coverage of key topics such as community living options, use of technology and multimedia resources, and weaving social outlets and leisure activities into UDT All-new examples, resources, teaching tips, vignettes, and case studies Table of Contents Culturally Sustaining UDT: Overview and Components 1 UDT to Provide Culturally Competent Academic and Transition Instruction Chapter 2: Assessment Appendix: Transition Assessment Resources Chapter 3: Student Self-Determination Chapter 4: Stakeholder CollaborationII Culturally Sustaining UDT Across Domains Chapter 5: Employment Supports Chapter 6: Postsecondary Education Chapter 7: Community Living Chapter 8: Social Inclusion and EngagementIII Culturally Sustaining UDT Planning: Implementation Chapter 9: Individualized Education Planning Chapter 10: Embedding Technology Using an Equity Literacy Framework Chapter 11: Tying It Together: Implementing a UDT Framework Index

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Book SynopsisOne of the most popular, practical, and trusted books on inclusive education, this bestselling guide is now in a fully updated third edition—perfect for K–12 educators teaching the growing number of students on the autism spectrum. Created by Paula Kluth, a former teacher and celebrated inclusion expert who works with teachers and families nationwide, this book gives educators sensitive new ways to see autistic students and instantly useful strategies for teaching and welcoming them in general education classrooms.Both pre- and in-service educators will find the up-to-date research and ready-to-use tips they need to make schools safe, accessible, and appropriately challenging for learners on the autism spectrum. Drawing on decades of experience, Paula Kluth offers a comprehensive, real-world guide to supporting autistic students—from big-picture guidance on the law, planning, and collaboration to the practical details of classroom arrangement, teaching strategies, and positive behavior supports. With a clear focus on the strengths, gifts, and perspectives of autistic learners, the book prominently features the voices of autistic people and their families and includes their valuable ideas and insights.A professional resource and textbook that teachers will keep forever, this new edition of “You’re Going to Love this Kid!” is the ultimate guide to supporting autistic students and meeting each learner’s individual needs in the inclusive classroom.WHAT’S NEW All chapters thoroughly updated to reflect the latest research and recommended practices More insights from autistic people and their family members Engaging new features: learning objectives, bulleted organizers, and all-new discussion questions New and updated reproducible materials: includes 20 online forms, student worksheets, planning tools, activities, and checklists A new chapter co-author adding expert advice on making classrooms supportive for those with sensory needs Identity-first language that reflects the preferences of autistic people More graphics, photos, and artwork that illustrate and reinforce key points TOPICS COVERED INCLUDE: values and beliefs that support inclusive schooling definitions and characteristics of autism respectful partnerships with parents and caregivers classroom arrangement and sensory supports classroom community and social relationships communication tools and considerations effective literacy instruction respectful and effective responses to behavior lesson planning co-teaching and collaboration with team members federal laws related to special education Table of Contents Chapter 1 Autism Chapter 2 Inclusive Schools Chapter 3 The Role of the Teacher Chapter 4 The Family–School Partnership — With Eileen Yoshina Chapter 5 The Comfortable Classroom — With Paula Aquilla Chapter 6 Friendships, Social Relationships, and Belonging Chapter 7 Communication Skills, Competencies, and Relationships Chapter 8 Literacy Teaching and Learning — With Kelly Chandler-Olcott Chapter 9 Behavior: Rethinking Challenges and Creating Supports Chapter 10 Lessons for All: Using UDL to Plan, Teach, and Assess Chapter 11 Teaching Strategies — With Christi Kasa Chapter 12 Collaboration in Classrooms and Beyond

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Book SynopsisThe goal of every early educator is to prepare all students for school success—but for young Black children, entrenched biases and racial inequities have created an achievement gap that must be closed. Transform your practices and work for systemic change with this visionary guidebook, a comprehensive roadmap to promoting racial equity in early childhood education.The only handbook of its kind that takes a rigorous, in‐depth look at the historical roots of racial bias, this book goes beyond band‐aid approaches to equity and prioritizes real transformation and healing: of adults, communities, programs, systems, and children. Grounded in research but focused on action, this empowering guide offers both deep foundational knowledge and practical classroom strategies that promote better outcomes for Black children and families. Contributions from voices of experience—influential scholars, teachers, and parents—offer authentic perspectives on the impact of racism and the importance of anti‐racist practices.A must for educators, administrators, and policymakers working toward equity and justice, this book will help early childhood professionals dismantle inequitable systems and ensure high‐quality learning experiences for every child.EARLY EDUCATORS WILL LEARN HOW TO: recognize the many ways racialized bias shows up within the early childhood system challenge the implicit bias that shapes their perceptions and practices develop a deep and shared understanding of key terms used within racial equity dialogue create culturally responsive anti‐bias (CRAB) education environments, with sample lessons and guidance on curriculum design help young Black children build and maintain a positive racial identity strengthen school‐family partnerships by developing culturally responsive relationships with families take action to resolve racial inequities in suspensions and expulsions address historical and racial trauma to help children, staff, and families heal make a plan to revise data collection systems in ways that promote racial equity begin the challenging but necessary work of high‐level systems change Includes chapters from influential voices in the field: Justin Perry Rosemarie Allen Walter Gilliam Tameka Ardrey Doré R. LaForett Iheoma U. Iruka Aisha White Table of Contents Annotated Table of Contents Chapter 1: Current Issues and Challenges Authors: Jen Neitzel and Ebonyse Mead The focus of this chapter is to provide an introduction and backdrop for the current inequities in early childhood, as well as the challenges and barriers that inhibit justice work in early learningprograms. Specifically, the chapter will focus on four main issues within early childhood that are directly related to racial equity: suspensions/expulsions, instructional practices, teacher-childrelationships, and lack of access to high-quality early childhood education. In addition, the authors will highlight several key barriers that inhibit the work of equity and justice work within early learning programs: egos; siloed efforts; laws and bills; and nice white people. This chapter is intended to provide context for the rest of the book. Having a common understanding of theissues and barriers allows early childhood educators to better address racial inequities. Chapter 2: Racial Healing as a Pathway to Equity Authors: Ebonyse Mead and Jen Neitzel In this chapter, the authors will discuss how racial healing serves as a pathway to equity in early childhood. We all, Black and White, have been victimized and traumatized by racism and whitesupremacy in very different ways. For Black children and families, they experience overt racism and discrimination and oppression within our nation’s various institutions. As such, they caninternalize notions of racial inferiority (e.g., shame, confusion, aspiring to whiteness). On the other hand, White children and families can absorb racial superiority in which they view their experiences as the norm, not being aware of racism within our society unless they choose to. The authors also will discuss the four phases of racial healing: acknowledgement, engagement,atonement, and restoration. Moving through the phases is necessary if we are to heal as individuals and a society. This racial healing paves the way for achieving equity and justice inearly childhood. Chapter 3: Creating a Shared Language Authors: Jen Neitzel and Ebonyse Mead In this chapter, the authors will provide explanations and a better understanding of key terms in racial equity work. It is essential that educators, administrators, and policy makers have a sharedlanguage when addressing equity and justice in early childhood. Currently, many terms are used incorrectly or interchangeably, which can serve as a barrier to collectively working towardslasting change. Key terms to be discussed include diversity, equity, inclusion, different types of racism, prejudice, discrimination, power, and oppression. When educators have a good understanding of these key terms, they are better able to articulate and address the inequities that currently exist within early childhood. Chapter 4: Anti-Blackness in Early Childhood Authors: Ebonyse Mead and Devonya Govan-Hunt This chapter defines anti-blackness and includes a discussion of the origins of anti-blackness and how it manifests in society. A discussion of how anti-blackness shows up in education isprovided and strategies to deconstruct anti-blackness in education is shared. This chapter provides reflective activities for teachers to critically think about ways to combat anti-blacknessin education. Chapter 5: Whiteness and White Supremacy Culture Author: Jen Neitzel This chapter will focus on the concept of whiteness and white supremacy culture. Deconstructing whiteness individually and in early childhood should be a key focus of ongoing equity efforts.Whiteness is simply a framework for understanding society and how White people operate on a daily basis. For example, White individuals often unknowingly view their experiences as thenorm within society (e.g., success, behavior, dress, appearance, language). These notions of whiteness also exist within early learning programs in the forms of assessments and curricula developed within a White worldview about what quality looks like. Whiteness also dictates how we view children showing respect, interacting with caregivers, and behaving. When we have abetter understanding about practices that are grounded in whiteness, we can deconstruct them and replace them with more equitable practices. Chapter 6: Historical and Racial Trauma Authors: Jen Neitzel, Justin Perry, and Leondra Garrett This chapter provides a better understanding of both historical and racial trauma. The authors will focus on the social construction of race, as well as how the long and complicated history ofthe United States. Specifically, content will focus on the American Genocide, slavery, and Jim Crow. Having a better understanding of our nation’s history allows us to understand the variousbarriers that have been put in place over time and the ramifications on the mental health of Black children and families. In addition, the authors will provide content related to current day racial trauma, including its effects on Black children and families. The chapter will end with specific strategies that can be used to address historical and racial trauma in early learning programs. Chapter 7: Suspensions and Expulsions in Early Childhood Education Rosemarie Allen and Walter Gilliam This chapter will focus on the ongoing inequities in early childhood disciplinary practices. Specifically, the authors will focus on data collected by the Office of Civil Rights, U.S.Department of Education that highlighted the disproportionality in suspensions and expulsions between young Black and White children. A discussion about the specific factors that upholdthese disparities, including implicit bias, inadequate policies, and lack of ongoing professional development related to culturally responsive behavior management. The chapter will conclude with specific strategies that can be used to address disproportionate suspensions and expulsions in classrooms and at the policy level. Chapter 8: Inequities in Early Intervention Author: TBD This chapter will focus on the current equities in early intervention. For example, there are clear disparities in identification for and access to early intervention services for young Black childrenand their families. The author will discuss how to address these inequities and provide specific strategies for system leaders and practitioners that can be used to improve identification andaccess for Black children. Chapter 9: Culturally Responsive Anti-Bias Practices Authors: Ebonyse Mead and Tameka Ardrey This chapter defines culturally responsive anti-bias education (CRAB) including the components and principles of CRAB. This chapter focuses on the importance of teachers embedding CRABinto the daily life of the classroom to create an equitable learning environment where all children can thrive. In this chapter, the authors discuss the need to create classrooms in which the culturalaspects of children of color are included in the learning environment. Teachers will learn how to embed culturally responsive anti-bias education into their instructional practices, includingcreating lesson plans with a focus on CRAB and developing curriculum using the principles of CRAB. Examples of CRAB activities are shared to help teachers have a working knowledge ifimplementing CRAB in the overall classroom environment. Chapter 10: Culturally Responsive Family Engagement Authors: Ebonyse Mead and Devonya Govan-Hunt This chapter begins with a discussion of why traditional methods of family engagement are insufficient for families of color. A discussion of the barriers to engaging with racially andethnically diverse families follows. In this chapter, the authors will define culturally responsive family engagement and why this approach to engaging families is preferred. This chapter willhighlight the 10 Diversity Informed Tenets and how these tenets can be applied to effectively engaging racially and ethnically diverse families. Teachers will learn specific strategies forengaging racially and ethnically diverse families in early learning programs. Chapter 11: Addressing Equity in Early Childhood Data Systems Authors: Dore LaForrett and Iheoma Iruka Early childhood education (ECE) programs and systems are increasingly using data collection and data systems in myriad ways to gather information about children, families, and the ECEworkforce; to understand and improve program quality; and to make decisions about ECE practices and policies. With increasing attention to advancing equity goals in ECE (NationalAssociation for the Education of Young Children [NAEYC], 2019), there are ample opportunities to use data and data systems to go beyond identifying disparities in ECE andaddress them. However, in this chapter we argue that current uses of data collection and data systems within ECE are instead exacerbating inequities, largely because they typically are notdesigned using equity-aligned approaches and goals from inception, or because the users are conditioned to adhere to the status quo rather than challenge how it reinforces inequities. As aresult, current practices lead to missing, misused, and incomplete data – especially when they do not consider the cultural wealth of children, families, and communities – which subsequently undermine equity goals and lead to ill-informed decision-making related to practices and policies.Our goals for this chapter are to describe 1) commonly used data collection efforts and systems in ECE; 2) how misuses of data collection efforts and systems exacerbate inequities within ECE;and 3) how an equity-aligned use of data and data systems can avoid misuses that exacerbate inequities and instead dismantle inequities within the ECE field. To accomplish these goals, wewill utilize recent work on how to embed a racial equity perspective in research (e.g., Andrews et al., 2019; Nelson et al., 2020) to critically examine common uses of data and data systems inECE (e.g., classification of children and eligibility determination, suspension and expulsion decisions and reporting, portfolio vs. standardized assessment approaches, program qualityassessments) and their implications for exacerbating inequities in ECE. We also will draw from a recent to call to action for addressing 14 priorities to dismantle systemic racism in ECE (Meek etal., 2020) to illustrate the application of an equity-aligned approach to using data and data systems. We will conclude with a brief discussion of how an equity-aligned approach to data anddata systems has the potential to bring transformative change in ECE practices and policies. Chapter 12: Positive Identity Development in Young Children Authors: Ebonyse Mead and Aisha White This chapter begins with a discussion of positive identity development for young children. A discussion of the importance of building a positive racial identity development to help developchildren’s social-emotional competency follows. This chapter details the negative messages children of color and Black children, in particular, receive from society (i.e., schools, books,media, etc.) about who they are including their worth, ability, etc. To counter the negative messages children of color, receive, a discussion of racial socialization is included as a method tobuild positive racial identity development. In this chapter, teachers will learn specific strategies to affirm children’s racial and ethnic identity in the classroom as well as in lesson planning. Chapter 13: A Transformed Early Childhood System Authors: Jen Neitzel and Ebonyse Mead This chapter will help readers envision what a transformed early childhood system might look like. Specifically, early educators need to reframe the way we view education by placing anemphasis on the intellectual and spiritual growth of our children. In addition, early learning programs must be places for healing for all who enter – children, families, teachers, and staff. Atransformed early education system also means that we need to alter what we teach and how we teach it. This is what Dr. King referred to as a “true revolution of values” (King, 1968). As such, policy makers will need to re-evaluate everything within the current early childhood system, including revising academic/learning standards and how we measure achievement; new curriculathat are focused on providing culturally responsive anti-bias practices; and new definitions of high-quality and ways for measuring it. A transformed early childhood system also emphasizesindividualism over collectivism, both within classrooms and programs. The chapter will end with specific strategies for early childhood educators, administrators, and policy makers to beginbringing about change within their spheres of influence. Chapter 14: Systems Change Author: Jen Neitzel This chapter will help readers understand that a focus on outcomes is important; however, we must also eliminate policies, practices, and attitudes that perpetuate disparate outcomes; andenact policies and practices that address the root causes of inequity and promote better outcomes. The goal of this chapter is to provide educators with a clear path forward in achievingeducational equity through a systems change framework. Several key strategies will be provided: (1) establishing a cradle-to-career focus that provides seamless transitions from one sector to thenext; (2) developing policies to promote equity at the program- and system-level (e.g., suspension/expulsion, focus of instruction, PD requirements); (3) adapting pre-service teacherpreparation programs that place a greater emphasis on providing coursework and practicum experiences that promote equity; (4) focusing on workforce development through in-servicetraining on implicit bias, cultural awareness, effective educational practices, and trauma, followed by practice-based coaching; (5) family and community engagement; and (6) providingan infrastructure to sustain practices over time.

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Book SynopsisA vital inquiry into trans issues in education, this compelling work argues for the design of education research, policies, and environments that honor all gender experiences and identities.Edited by two prominent figures in trans studies, Mario I. SuÁrez and Melinda M. Mangin, Trans Studies in K–12 Education brings together scholars and professionals representing a range of academic traditions, research methodologies, and career backgrounds to explore why and how schools should affirm gender diversity and challenge gender-based inequities.The collection offers a comprehensive examination of how gender is manifested in the educational context. Gathering a wealth of evidence, the book’s contributors expose the prevailing norm of gendered environments, which are entrenched in the very design and execution of educational research. The collection also lays out a critical overview of US laws and policies related to gender equity, gender identity, and gender expression and how these frameworks impact educational environments. These findings draw attention to deficit-oriented, pathologizing ideologies that surround nonconforming gender identities and the detrimental, often traumatizing effects on transgender students and educators.Throughout, the contributors recommend methods for establishing gender-affirming research, policy, and practice. They outline the sociopolitical and legal pathways that trans and nonbinary students and school employees may use to secure education and workplace rights. They discuss the positive gains made by professional development for teachers, LGBTQ+ advocacy, and community programs that successfully support transgender and gender-nonconforming individuals.Ultimately, the volume highlights the promise of creating K–12 education spaces that are liberating rather than constraining.

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Book SynopsisAn incisive study of the mechanisms reinforcing the underrepresentation of women of color in STEM fields and a call for systemic change to address the imbalance.In a detailed exploration of inclusion in physics, social scientist Maria Ong makes the case for far-reaching higher education reform, noting that despite diversity efforts to recruit more women and students of color into science and mathematics programs, many leave the STEM pipeline. The Double Bind in Physics Education takes readers inside the issue by following 10 women of color from their entrance into the undergraduate physics program at a large research university through their pursuit of various educational and career paths. Candid interviews with these women, their instructors and mentors, and their peers, conducted over 25 years, allow Ong to trace how pervasive challenges, such as navigating the intersectionality of race and gender discrimination, have shaped their academic opportunities and career choices.Despite the ideals of objectivity promoted in STEM disciplines, the women profiled here encounter continued patterns of systemic oppression within their departments. In their stories, Ong identifies overt behaviors and microaggressions that harass, exclude, and otherwise disadvantage women of color and members of other minoritized groups.Ong also shows how aids such as student support programs, peer groups, allies, and mentors, which are centered on the individual, can go only so far toward a sustainable solution. In order to provide equitable opportunities, she argues, greater work must be done to dismantle institutional norms and replace them with a culture of inclusion.Trade ReviewCentering and relaying the experiences of women of color in physics through their lenses and voices, over the course of a 25-year study, Ong masterfully illuminates barriers and navigation strategies that inform us all on how to ensure positive career trajectories for everyone." —Gilda Barabino, president, Olin College"Grounded in research and practice, this compelling book skillfully reveals the experiences of women of color navigating systemic challenges in the field of physics. The individual distinctiveness and the interconnections among the women are highlighted, leading to persuasive recommendations for organizational and cultural change in the field." —Sharon Fries-Britt, professor of higher education, University of Maryland

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Book SynopsisHighlights innovative partnership practices that help create educational opportunities for students in rural schools across the United States.As editors Sarah L. Hartman and Bob Klein acknowledge, rural places have long experienced systemic inequities that decrease rural students' access to education, yet many rural schools and communities have found creative means to make up for the dearth of outside resources. The Middle of Somewhere brings to light a wide variety of partnerships that have been forged between K–12 schools, communities, and postsecondary institutions to improve educational access.The book showcases collaborations that address three different areas of need: partnerships that prepare and support teacher candidates and educators who work in rural areas; partnerships that extend the work of rural education networks; and partnerships that promote equity, justice, and inclusion within rural populations. Using case studies of rural educational partnerships from communities across the United States, the book's contributors share their experiences of how strong partnerships have formed both organically and through thoughtful and intentional planning, and they recommend supportive strategies for their development and sustainment.The contributors also explore the many ways in which university–school–community partnerships incubate solutions to challenges common to rural education systems, such as access to STEM education and higher education. The programs featured here may serve as replicable models for practitioners, researchers, and policy makers who want to enrich the experiences of children in their schools and communities.Trade Review“This volume highlights the unique opportunities rural communities, rural schools, rural universities, and regional providers have to establish partnerships to give all rural stakeholders a seat at the table to improve their communities. The spotlight of stories of challenge and success becomes the blueprint for regional change.”—Allen Pratt, executive director, National Rural Education Association“Hartman and Klein have assembled a coherent set of work that comprehends and affirms the assets that rural context offers. This book has much to teach us all—not just in terms of the findings presented by the editors and the contributing chapter authors, but in terms of how to do authentically rural research that can produce actionable results that impact schools and communities.”—Jerry Johnson, Phoebe Moore Dail Distinguished Professor in Rural Education, East Carolina University

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Book SynopsisA wealth of practical tools and guidance for rooting out injustice and creating science learning spaces in which students feel valued, safe, and eager to engage.In Growing and Sustaining Student-Centered Science Classrooms, David Stroupe promotes powerful conversation and action around knowledge-building practices in science education. The book takes readers into inspiring classroom communities in which all students are invited and encouraged to engage in the work of science. An illuminating series of real-time classroom scenes demonstrate flexible teaching approaches and instructional pivots that Stroupe calls talk moves and shows how they foster inclusive collaboration and participation to create a more expansive, and better, version of science education.Even as Stroupe champions student-centered science education, he acknowledges that common obstructions to knowledge sharing, or epistemic injustices, can often prevent this student-led ideal from materializing. He calls attention to four types of injustices that frequently stifle student voice and access in science learning communities: testimonial injustice, hermeneutical injustice, intrapersonal injustice, and hierarchical injustice. Recounting real-life examples of these individual and systemic injustices, Stroupe gives educators the tools to both identify and eradicate them.This thought-provoking book sets forth ambitious tactics for educators to audit assumptions and biases in science, promote student agency, and conduct action research to document change. Using Stroupe's accessible methods, teachers, teacher educators, and administrators can design immediate and long-term efforts to disrupt injustices in STEM classroom communities and support student learning.

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Book SynopsisWith significant lessons from the history and evolution of HBCUs, a guide to the strategic conversations all higher education institutions must have to prepare students for a complex world.In Hope and Healing, former Morehouse College president John Silvanus Wilson, Jr. looks to Historically Black Colleges and Universities (HBCUs) to examine what it takes not only to survive as a relevant institution of higher education, but to thrive. Wilson draws on pivotal moments in the timelines of HBCUs and the work of past visionaries such as W.E.B. DuBois and Booker T. Washington to yield important perspectives on the future of higher education and the role of HBCUs within it.Wilson documents the strengths of HBCUs, which endure even as factors such as school desegregation, enrollment shifts, and fundraising shortages have deeply affected their operation. These schools have long optimized institutional character, he shows, and he encourages their leaders to similarly optimize institutional capital. Wilson emphasizes the indispensable role of educational finance in keeping schools viable and vital to U.S. education, discussing funding approaches such as targeted endowment strategies, large-scale capital campaigns based in STEM research, and partnerships between schools and the philanthropic community. Wilson’s asset-based framework reveals pathways for all higher education institutions to invest in their long-term futures.Suffused with optimism, the book credits HBCUs as exemplars that consistently demonstrate how all colleges and universities can marshal their institutional resources to shape better citizens, foster civic literacy, and work toward a better tomorrow.Trade ReviewIn Hope and Healing, Wilson asks us to consider the future of HBCUs and their impact on humanity—but more than that, he asks us to consider how these institutions can create better citizens and offer African Americans an opportunity for ‘self-reformation’ by adopting a ‘growth mindset.’ Wilson walks us through the complicated history of HBCUs, but also pushes us to grapple with their destiny. In doing so, he has an insider view that no other can claim—he is a graduate of Morehouse College and served as the venerable institution’s president, as well as the executive director of the White House Initiative on HBCUs in President Obama’s administration."——Marybeth Gasman, Samuel DeWitt Proctor Endowed Chair in Education and University Distinguished Professor, Rutgers University"Wilson astutely mines our shared educational history and renders rich interpretations that are eye-opening and long overdue. This book makes a strong case for nothing less than a re-architecture of both philanthropy and higher education. Its redemptive and refreshing recommendations will inevitably enrich our national dialogue and deepen our understanding regarding the past and future of historically black colleges and universities."—Darren Walker, president, Ford Foundation"John Wilson brilliantly weaves in seminal historical writings and speeches from Black college leaders to help pose a set of essential questions for those who lead and support HBCUs today. He offers a workbook filled with tough questions that, if answered honestly, will improve the colleges that wrestle with them."—Walter Kimbrough, president emeritus, Dillard University and Philander Smith College"In Hope and Healing, John Wilson candidly connects the history of HBCUs to today’s challenges—and to an uncertain future. Through his skilled storytelling, Wilson shares his perspectives and admonitions about this very special part of the American higher education journey. This is a must-read for all who seek to understand, sustain, and grow the powerful and transformative role of HBCUs on our country."—Richard Legon, past president and CEO of the Association of Governing Boards and member of the board of Spelman College"Wilson’s unique experience in higher education—White House liaison to HBCUs, president of Morehouse College, senior advisor to the president of Harvard College, and now training future college presidents at the American Association of State Universities and Colleges—provides an unparalleled understanding of what every college and university can learn from the persistence of HBCUs through unending adversity. He describes in loving detail how these institutions mold young people and makes the case that all of our institutions of higher education should ‘elevate, enrich, and scale key elements of the HBCU approach to shaping better citizens.’"—Freada Kapor Klein and Mitchell Kapor, co-chairs, Kapor Center"With the core message that the only way to shape a better world is to shape better citizens of the world, Wilson analyzes the history of Black colleges in America for important lessons of global significance. Not only does he challenge the world’s philanthropic community to rethink patterns of inequitable giving to educational institutions, but he also challenges leadership in higher education to shift mindsets and ‘re-architect’ campus agendas to effectively confront the world’s greatest threats before it’s too late. The message is timely because the stakes are so high."—Strive Masiyiwa, founder and executive chairman, Econet Group, and cofounder, Higherlife Foundation"There are few scholarly books today that tell the irrefutable story of the history, contributions, and significance of Black colleges to the well-being and prosperity of America. This well-researched work presents a unique lens through which to view the essential role of historically Black colleges in preserving and perfecting democracy in America. It asks whether there can be an American system of higher education today where historically Black colleges can garner the resources to enable them to educate students in physical environments comparable to the Ivy League, while simultaneously offering curricula aligned with the work of the future and the future of work. Of course, they can do this, Wilson argues, if philanthropists and state legislatures right past wrongs and bring these institutions to parity. Run and get this book if you are interested in mind expansion around how HBCUs—few as they are—can be the linchpin to a thriving and inclusive America. I read my copy in one sitting—it was just that compelling!"—David Kwabena Wilson, president, Morgan State University"Hope and Healing will be an excellent handbook for those who want to put HBCUs on a path to reclaim their central role in higher education for African Americans. John Wilson is an ideal spokesperson for the transformation: HBCU student, experienced leader in higher education administration, HBCU policy leader in Washington, and former president of an HBCU. He frames the critical path to transformation by reminding us of the great role these institutions played in the past and how higher education has generally evolved, then points to the new levers for positive change that exists now. I am especially impressed with his focus on the critical role of institutional leadership and stewardship. Wilson highlights and details how discordant leadership and governance have degraded the ability of colleges to deal with headwinds and have failed to embrace opportunities. Transformative leadership and governance are critical. Wilson provides the road map for the path forward."—Phillip Clay, former chancellor, Massachusetts Institute of Technology

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Book SynopsisA revolutionary framework for preservice teacher learning centered on justice-focused coaching that encourages culturally responsive practice and disrupts systems of oppression.In Coaching in Communities, researcher Melissa Mosley Wetzel, along with her coauthors, distills the lessons of an eight-year study into a transformative educator training model, Coaching with CARE (an acronym for critical and content-focused, appreciative, reflective, and experiential). She demonstrates how effective, contextual teacher training can be a cornerstone of educational justice, which occurs when all learners are supported to be successful in school and when schools expand notions of success to include diverse ways of life and learning.Wetzel shows how this new framework, which draws from behavioral, cognitive, humanistic, and critical models of coaching, can be used in professional and informal learning contexts, and in dialogue with families and communities, to upend the status quo, break down the expert-novice distinction, and cultivate just forms of practice. As Wetzel notes, the work of justice is collaborative, sustained engagement in resistance to marginalization, racism, and other inequities.Coaching in Communities presents a set of tools, including shared inquiry and coaching cycles of observation, reflection, and debriefing, and demonstrates how they work in real-life settings. With these tools, teacher education programs as well as districts, schools, and other organizations can train for change, which is one essential step in school transformation.Trade Review“This is a wonderfully accessible book filled with practical advice for educators and educational coaches. The ‘Coaching with CARE’ approach provides readers with the tools to disrupt traditional roles of experts and novices and center issues of justice while connecting with the community. With a focus on empathy and inquiry, readers will develop critical competencies to fruitfully engage in coaching relationships.”—Elizabeth Soslau, professor of education, University of Delaware, and author of The Comprehensive Guide to Working with Student Teachers“In this groundbreaking book, the authors offer a powerful new approach to coaching teachers that is collaborative, inquiry-driven, and rooted in social justice. Drawing on the strengths of teachers and centering hope and possibility, they advocate for teacher agency in working toward transformative pedagogies that meet the needs of all students. This book is essential reading for anyone seeking to create more equitable and inclusive learning environments.”—Detra Price-Dennis, professor of teaching and learning and director of digital education and innovation in teaching and learning, The Ohio State University

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Book SynopsisA step-by-step guide to developing equitable literacy instruction by adapting curriculum to support diverse learners. In Teaching with Literacy Programs, Patricia A. Edwards, Kristen L. White, Laura J. Hopkins, and Ann M. Castle present a model that allows educators to address educational inequity through the critical and adaptive use of existing literacy curriculum materials. In this accessible work, they advise educators on ways to combine common classroom materials, such as basal readers and core reading programs, with instructional practices that provide high-quality, responsive instruction to all students. Edwards, White, Hopkins, and Castle credit literacy instruction as a core part of overall educational equity, and they recognize the crucial role that educators play in translating materials into instruction that benefits all learners. Here they offer teacher education in support of this essential role, deftly guiding educators through a four-part development process, CARE, an acronym for cultivating critical consciousness, analyzing materials, reconstructing curricula, and evaluating instruction reflectively to advance equity. Built upon culturally relevant, sustaining, and antiracist pedagogy, CARE enables teachers to provide literacy instruction that meets the range of needs and performance levels in classrooms, supporting students in attaining academic achievement, cultural competence, and critical consciousness. The approach outlined in this work, which can be put into immediate practice, helps educators to provide literacy instruction that builds on students' multiple literacies and reduces educational inequity.Trade Review“Based upon their careful reading of the science of reading and the inequities in America’s schools, these experienced educators have assembled a set of professional tools to help teachers transform even the most mundane of commercial language arts programs into culturally relevant, culturally sustaining, antiracist curricula. Educational alchemy at its best!” —P. David Pearson, Evelyn Lois Corey Emeritus Chair in Instructional Science, Berkeley School of Education, University of California, Berkeley“Edwards and her coauthors have written an important book. They propose the CARE framework as a road map to equitable literacy instruction. Empowering teachers to leverage students’ funds of knowledge and literacy histories alongside the mandated literacy curriculum materials is at the core of this framework, and recommendations are provided for achieving this goal.” —Pamela Mason, senior lecturer, Harvard Graduate School of Education

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Book SynopsisAn affirming resource for leaders and practitioners forwarding diversity, equity, and inclusion efforts on campus. In Restorative Resistance in Higher Education, diversity researcher and educator Richard J. Reddick shares the wisdom gained from three decades of diversity, equity, and inclusion (DEI) work in educational settings. Reddick centers DEI efforts as challenging yet essential components of college life, recognizing campus environments not just as mirrors reflecting societal values and biases but also as crucibles for social change. Creating a more equitable college campus, Reddick argues, is a complex task that should be met by all members of the university community. He discusses many measures that promote wider involvement, including campus cultural orientations, professional development for faculty and staff, and frameworks to help institutional leaders respond to inequity and exclusion on campus. Delivering a trove of best practices for equity advancement, Reddick offers DEI professionals, and all members of the higher education community, the tools to engage in the work on professional, academic, and personal levels. He advocates developmental relationships such as mentoring, role modeling, and coaching as a means for historically marginalized students to access hidden educational pathways. He also encourages frank discussion of the social and emotional tax on persons who participate in or lead work on these highly charged issues. Throughout this crucial work, Reddick emphasizes the importance of restorative and sustaining approaches: those that promote practitioner well-being and challenge unjust structures.Trade Review“Rich Reddick has written, not only a useful book, but an inspiring one. Today’s environment has become even more difficult for those doing diversity, equity, and inclusion work, but Reddick’s commitment shines through and serves as a springboard for the work that must be done in higher education and beyond. Restorative Resistance in Higher Education invites us to remain strong in our fight for justice, but also to be empathetic and understanding of differences.” —Marybeth Gasman, Samuel DeWitt Proctor Endowed Chair in Education and University Distinguished Professor, Rutgers University“A brilliant and vulnerable text that makes the ‘hidden curriculum’ of the academy visible and accessible. Reddick’s seamless integration of scholarship and personal narrative reveals how we can all advance equity (and stay well while doing so!), balancing engagement in the individual relationships and structural reforms necessary to transform higher education for good.” —Kimberly Griffin, dean and professor, College of Education, University of Maryland“Rich Reddick is the pied piper for DEI work, encouraging us to continue building our community, strengthening our work, and finding others to summon the courage to fight for what is right. In this community, we will find the restorative feelings of fellowship, freedom, and satisfaction while daring to disrupt the constraints of academia for the collective good.” —Gregory Vincent, president, Talladega College

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Book SynopsisEquity as Praxis in Early Childhood Education and Care aims to map, deconstruct, and engage with different models of equity as they pertain to the early childhood education landscape in Ontario. Drawing on marginalized narratives of gender, race, Indigeneity, dis/ability and inclusion, and migration, immigration, and displacement, the authors discuss how to advance the field and make it more equitable for children, families, early childhood educators, and all other practitioners. This edited collection outlines the current political climate of early childhood education and care in Ontario through a critical analysis of policies and dominant discourses of equity and inclusion. By prompting readers to reflect on and critique their understandings of children, families, communities, and practices in the field, the authors seek to provide counternarratives to Eurocentric developmentalist hegemonies and an alternative strength-based approach to critical and transformative praxis.This vital text encourages rethinking how narratives of equity and inclusion are constructed and what this means for young children and their families in Ontario, as well as throughout Canada. This is an essential resource for students in early childhood education and care, early childhood studies, and education programs. FEATURES: Includes perspectives from multiple positionalities in the field to provide a critical and interdisciplinary approach Draws on a reconceptualist lens to present a critique of developmentalist approaches Encourages readers to engage with the content by practising critical self-examination and considering social factors and forces that inform their own concepts Table of Contents Foreword - Judith K. Bernhard Introduction: Healing and Hoping in Community and Love as a Tool for Advancing Equity as Praxis - Zuhra Abawi, Ardavan Eizadirad, and Rachel Berman Chapter 1: State of Emergency: Mapping Inequities in Early Childhood Education and Care in Canada - Ardavan Eizadirad and Zuhra Abawi Chapter 2: Low-Income Racialized Children and Access to Quality ECEC in Ontario - Alana Butler Chapter 3: Troubling Dominant Discourses and Stories that Shape Our Understanding of the Child Refugee - Nidhi Menon Chapter 4: Equity Enacted: Possibilities for Difference in ECEC through a Critical Ethics of Care Approach - Alana Powell, Lisa Johnston, and Rachel Langford Chapter 5: Planning Time for Equity: A (Re)Examination of a Study of ECEs' Perspectives on Planning Time in Southern Ontario - Lisa Johnston Chapter 6: Using Femme Theory to Foster a Feminine-Inclusive Early Childhood Education and Care Practice - Adam Davies and Rhea Ashley Hoskin Chapter 7: Making Space for Indigenous Knowledge in an Urban Child-Care Centre - Maya-Rose Simon Chapter 8: Failure and Loss as a Methodological, Relational, and Ethical Necessity in Teaching and Learning in the Early Years - Maria Karmiris Chapter 9: Reflect, Enact, and Transform: A Preliminary Anti-Racism Guide for Early Childhood Educators - Kerry-Ann Escayg Conclusion: Some Concluding Thoughts on Equity as Praxis - Rachel Berman Contributor Biographies

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Book SynopsisThis engaging edited collection highlights key discussions around educational inequity and related structures and sub-structures. Featuring a diverse array of contributors, Social Justice Education in Canada balances important knowledge, learning practices, and possibilities emanating from and embedded in antiracist and anti-oppressive education with instructive, grounding examples. The text confronts the idea of social justice as an abstract concept, discussing suggestions for rethinking educational systems and making changes that will benefit the learning lives of all students. With the aim to critically expand the emerging and increasingly active debates in this important area of educational and social development, this volume strives to collectively deepen our understanding and appreciation for critical social justice education.Organized into 14 chapters and featuring an epilogue written by Dr. Edward Shizha, the book critically deals with contemporary topical issues in education, including readings on cultural, racial, religious, Indigenous, language, socioeconomic, citizenship, disability/ableism, and immigrant/refugee status realities and their interwoven learning and teaching intersections. This text is an essential resource for undergraduate and graduate students of education across Canada.Trade Review"This book highlights key discussions in education that are timely and necessary. Social Justice Education in Canada not only re-examines the underlying structures of society but also advocates for a more inclusive society that addresses the inequitable power dynamics that exist. The authors provide relevant examples that confront the idea that social justice is just an abstract concept, rather they argue that social justice is at the heart of what education needs to be."—Aaron Stout, Instructor, Faculty of Education, University of Lethbridge"Social Justice Education in Canada: Select Perspectives makes a timely and necessary contribution to the pressing, and often neglected, issues of equity in education from critical and multi-dimensional perspectives. The contributions address multiple marginalizations, going beyond limited understandings of 'multiculturalism' to more expanded and progressive notions of social justice. The book provides both systems-level and experiential analyses, opening up multiple avenues for understanding and inquiry. An extremely valuable contribution to assessing and re-assessing education in Canada."—Prachi Srivastava, Associate Professor, Education and Global Development, Western University"Social justice is a veritable floating signifier, and it is therefore particularly illustrative and apt that Social Justice Education in Canada: Select Perspectives involves an eclectic set of issues and approaches addressed by an interesting mix of seasoned, authoritative figures and exciting new voices. Without pretense to being exhaustive or definitive, this collection nevertheless epitomizes the comprehensive and necessarily diverse set of approaches to anti-oppression education that is making for just representation, equity, and inclusion in and through education in the Canadian context."—Handel Kashope Wright, Professor and Director, Centre for Culture, Identity and Education, University of British ColumbiaTable of Contents Acknowledgements Chapter 1: Social Justice Education in Canada: An Introduction - Ali A. Abdi Chapter 2: Critical Multicultural Education as a Platform for Social Justice Education in Canada - Ratna Ghosh Chapter 3: Educating Against Anti-Black/Anti-African Canadian Racism - George J.S. Dei and Claudette Howell Rutherford Chapter 4: On Decolonial Thought and Writing Black Life - Marlon Simmons Chapter 5: A Duoethnographic Perspective on Supporting Muslim Children, Youth, and Their Families in Canadian Schools - Antoinette Gagné and Dania Wattar Chapter 6: The Islamic Call to Prayer Broadcast as Public Pedagogy in Canada: Critical Perspectives - Sameena Eidoo Chapter 7: Social Justice through Indigenization and Anti-Oppressive Teaching - Anna-Leah King Chapter 8: Post-Secondary Education's Chronic Problem (It's About Time) - Alison Taylor and Robyn Taylor-Neu Chapter 9: Critical Pedagogy in Teacher Education: Disrupting Teacher Candidates' Deficit Thinking of Immigrant Students with Origins in the Global South - Yan Guo Chapter 10: Cultural Capital Re/constructions and the Education of Minoritized Youth - Dan Cui and Ali A. Abdi Chapter 11: Challenging Normalized Ableism In/Through Teacher Education - Bathseba Opini and Levonne Abshire Chapter 12: For Goodness' Sake! Teaching Global Citizenship in Canada with a Critical Ethic of Care - Rae Ann S. Van Beers Chapter 13: Education for Refugee Learners under the Framework of Social Justice and Racial Equity - Neda Asadi Chapter 14: Interrogating Equity Issues on Inclusive Postsecondary Education for Refugees and New Immigrants in Canada - Michael Kariwo Epilogue - Edward Shizha Contributor Biographies Index

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Book SynopsisQueering the English Language Classroom provides English language teachers with practical advice for creating queer inclusive educational spaces. It keeps theoretical discussion to a minimum, focusing instead on how to apply advances in LGBTQ+ research in TESOL and applied linguistics to the classroom. This book highlights how heteronormative classrooms can silence sexually diverse student populations and halt language learning and acquisition processes, and provides research-grounded recommendations for how to challenge normative views of language and culture. In doing so, it advances a queer inquiry pedagogical approach that will help students to see how identity, including sexual identity, is implicated in systems of power and values. It discusses strategies for selecting inclusive curricular content and for troubling mainstream, commercial materials. It also contains advice to teachers on how to handle student and institutional resistance to creating queer inclusive spaces, with a particular note on how to respond to questions in contexts where engaging with LGBTQ+ content can become a fraught exercise. Queering the English Language Classroom offers an invaluable guide to English language teachers, from pre-/early-service to late-career.Table of ContentsPreface 1. What is ‘Queering’ and Why Should We All do It? 2. Queer Inquiry as Pedagogy 3. Troubling Normative Classroom Spaces 4. Troubling Normative Curricular Materials 5. Gauging Reactions and Addressing Challenges 6. Goal and Outcomes of the Queered Classroom 7. Conclusion Afterword: A Special Note on Frigid Contexts

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Book SynopsisQueering the English Language Classroom provides English language teachers with practical advice for creating queer inclusive educational spaces. It keeps theoretical discussion to a minimum, focusing instead on how to apply advances in LGBTQ+ research in TESOL and applied linguistics to the classroom. This book highlights how heteronormative classrooms can silence sexually diverse student populations and halt language learning and acquisition processes, and provides research-grounded recommendations for how to challenge normative views of language and culture. In doing so, it advances a queer inquiry pedagogical approach that will help students to see how identity, including sexual identity, is implicated in systems of power and values. It discusses strategies for selecting inclusive curricular content and for troubling mainstream, commercial materials. It also contains advice to teachers on how to handle student and institutional resistance to creating queer inclusive spaces, with a particular note on how to respond to questions in contexts where engaging with LGBTQ+ content can become a fraught exercise. Queering the English Language Classroom offers an invaluable guide to English language teachers, from pre-/early-service to late-career.Table of ContentsPreface 1. What is ‘Queering’ and Why Should We All do It? 2. Queer Inquiry as Pedagogy 3. Troubling Normative Classroom Spaces 4. Troubling Normative Curricular Materials 5. Gauging Reactions and Addressing Challenges 6. Goal and Outcomes of the Queered Classroom 7. Conclusion Afterword: A Special Note on Frigid Contexts

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Book SynopsisThis volume offers a critical orientation to inclusive education by centering the learnings that emerge from regional struggles in the world to actualize global ideals and commitments. Grounded in assumptions that challenge medicalized notions of disability and difference, the inquiries within this book register a range of theoretical frameworks. Such frames compel us to both interrogate the foundational premises within global discourses of inclusion and to inquire into the complexities wrought by entrenched systems of schooling. Collectively, they articulate the inseparability of inclusive education from historical processes that include conditions in post-colonial/post-war contexts as well as “developed” regions. The book therefore acknowledges and values the fluidity of inclusive processes that cannot be neatly pre-defined. This conscious awareness of the contingent nature of inclusive practice suggests new modes of coming to know inclusion for the authors in this book. Their chapters explore methodological practices that can re-direct inquiries to hold such complexity while retaining commitments to inclusion.Table of ContentsForeword; Justin J. W. Powell Chapter 1. Theories, Contexts, Practices : Traveling Alongside the Possibilities of “Inclusion”; Srikala Naraian and Bettina Amrhein Part 1. Understanding Inclusion Via Struggles Around the World Chapter 2. A World Exposed: The Plaintive Plea for Inclusion; Roger Slee Chapter 3. Historical and International-Comparative Perspectives on Special Needs Assessment Procedures – Current Findings and Potentials for Future Research; Till Neuhaus and Michaela Vogt Chapter 4. Genealogical Critique of Institutionalising “Inclusive Education” in Indonesia; Johannes Tschapka and Tri Nawangsari Chapter 5. Disability Studies, Disability Arts and Students’ Perspectives: New Critical Tools for Inclusive Education; Julie Allan Part II. Critical Interrogation of Inclusive Practices in Local Contexts Chapter 6. Incessant Agitations: Inclusive Education and the Politics of Disposability; Tamara Handy Chapter 7. Inclusion and Exclusion in Local governance: A Post-Development and Spatial Perspective on a Field Study from Benin; Eva Bulgrin Chapter 8. The Struggle for the Power of Interpretation of Inclusive Education in Germany-Multi-Level Theoretical Considerations; Bettina Amrhein Chapter 9. Stifled or Loosened Course of Inclusive Education in Rwanda: Interrogating Policy and Practice in Africa; Evariste Karangwa Part III. Methodological / Epistemological Commitments in Analyzing Inclusive Education Processes and Practice Chapter 10. Establishing and Maintaining Participatory Elements in Transnational and Cultural Research Collaboration on Inclusive Education; Michelle Proyer Chapter 11. The Notion of Contexts in International Research on Inclusive Teaching Practices: Perspectives Derived from Reconstructive Research Approaches; Simon Reisenbauer and Eva Kleinlein Chapter 12. Reconstructive Approaches in Inclusive Education: Methodological Challenges of Normativity and Reification in International Inclusion Research; Benjamin Badstieber, Julia Gasterstädt, and Andreas Köpfer Chapter 13. Stimulating Methodological Innovations in Researching Inclusion: Posthumanism and Disability; Srikala Naraian Part IV. Conclusion Chapter 14. Staying Mindful, Moving with (Un)certainty; Bettina Amrhein and Srikala Naraian

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Book SynopsisRace does not only resonate with the dichotomy of blackness and whiteness but also on its impact on non-physical attributes, this includes factors such as indigenous status, social class, religion, language, ethnicity, class, gender, sexuality and immigration. The intersection of these factors are key considerations on inclusive education. Contextualizing Critical Race Theory on Inclusive Education from A Scholar-Practitioner Perspective highlights what race means across social, cultural, political, and historical categories of diverse identities. The scholar-practitioner approach employed here captures the theories, tenets, perspectives, and misconceptions of this based on its particular critical expansion in describing other related social identities that is consistent with the attributes of inclusive education. More importantly, it emphasizes the theoretical and practical use of critical race theory as an analytical tool in addressing the influence of race on inequities in school policy, curriculum, instruction, and educational programs and the impact of these on inclusive education. This volume features scholar–practitioners who research and engage in best practices using critical race theory as a lens to analyse and address the manifestations of race, racism, diversity, and inclusion in schooling.Table of ContentsForeword; Reyes L. Quezada Chapter 1. Introduction: Race, Racism, and Critical Race Theory; Jose W. Lalas and Heidi Luv Strikwerda Chapter 2. Critical Race Theory Lens: Revealing the Outcast Phenomenon Experience Through the Voices of African-American Graduate Students; April M. Clay and Jose W. Lalas Chapter 3. Transformative Equity Education: Using CRT Framework for Meaningful, Liberatory, and Practical Solutions; Ayanna Blackmon-Balogun Chapter 4. Contextualizing Latino Critical Theory (LatCrit) in Education: Addressing Challenges to Transform Educators; Reyes L. Quezada, Mario Echeverria, Zulema Reynoso, and Gabriel Nuñez-Soria Chapter 5. TribalCrit: Infusing A Critical View of History, Culture and Language in Lesson Planning as Tool of Inclusion; Lisa Santos Tabarez Chapter 6. Toward an Inclusive Educational Praxis in Teacher Education through an AsianCrit Conceptual Framework; Mousumi De Chapter 7. Special Education Services and CRT: Dismantling the Singular Identity and Honoring Intersectionality; Rebekka J. Jez Chapter 8. Contextualizing Critical Race Theory Through a DisCrit Lens: A Prismatic Examination of Teaching and Dis/ability; Kimiya Sohrab Maghzi and Marni E. Fisher Chapter 9. Queering Program Evaluation (QueerCrit): Practical Applications of Critical Race and Queer Theories to Support Equity Reforms in Education; James O. Fabionar Chapter 10. Indigenous Peoples in the Philippines Through the Lens of CRT: An Imperative for Inclusive Organic Education; Michael Arthus G. Muega and Maricris B. Acido Chapter 11. The Culture Wars Redux: Responding to Attacks on Critical Race Theory (CRT); Brian Charest Chapter 12. System Racism, White Supremacy, and the Role of Allies; Bill Hedrick Chapter 13. Infusing Critical Race Theory Into a Liberation-Based Social Justice Pedagogy in Counselor Education; Conroy Reynolds Chapter 14. Epilogue. CRT Matters: Here, There, and Everywhere; Jose W. Lalas and Heidi Luv Strikwerda

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Book SynopsisCharter schools continue to grow in influence, as does the push for inclusive education for students with disabilities. What is the value and impact of these schools, especially on the marginalized populations they often serve? Relying on the fields of DisCrit, and Sociology of Special and Inclusive Education, this book answers these questions by focusing on the topics of neoliberalism and inclusive education. Mac focuses on the history of the school choice and privatization movement in the United States with special consideration given to how ideologies such as disaster capitalism and neoliberalism shaped and influenced the movement, as well as how successful (or not) these privatization efforts have been overall as a social justice endeavor for marginalized students. The author also recounts the history of education for students with disabilities, highlighting historical inequities of schooling for students with disabilities in the United States. Drawing from an ethnographic case study of an independent, urban charter school, the school’s vision and reality of day-to-day life for students with disabilities at this school are explored. The author investigates the school’s inclusion program in the broader neoliberal landscape of free market competition in the educational marketplace and argues that as a result of inclusive education and neoliberal reforms being virtually incompatible, the pervasive neoliberal environment presents the biggest hurdle to successful inclusive education.Trade ReviewIn this brilliantly and beautifully researched and written book, Sylvia Mac traces the history of neoliberal reforms in education as running parallel, yet antithetical to the inclusive education movement. Fueled by disaster capitalism and the corporatization, Mac draws on DisCrit and critical disability studies to carefully and thoughtfully lay bare the illusion of school choice for minorized and disabled students. I can’t wait to teach this important and timely book. -- Beth A. Ferri, Ph.D. (Professor, Syracuse University)In a time of increasing movement towards privatization of schools without critical examinations of the impact of that privatization (and the subsequent standardization of notions of “success” and “achievement”) on many subgroups of students, our field needs more thoughtful analyses that encourage deep interrogations of the impact of charter schools on our most vulnerable (and often most overlooked) groups of students. Dr. Sylvia Mac has written a beautiful ethnographic case study of a small charter school, exploring neoliberal ideologies as they intersect with notions of inclusivity and equity for disabled and neurodivergent students of color living in low-income situations. Her book provides important analyses of legacies of inequality throughout the histories of the school choice movement in education and the evolving frameworks for education of students with disabilities; leading to a deep analysis of ways in which ideals of equity and inclusion in a small charter school are irreconcilable with the realities of neoliberal ideas of success within a market of “choice.” Dr. Mac provides important recommendations for policy makers, teacher educators and researchers interested in best supporting historically marginalized students to truly more towards more egalitarian and supportive educational settings. -- Betina Hsieh, Ph.D. (Associate Professor of Teacher Education, California State University, Long Beach)Sylvia Mac debuts the intersection of disability, inclusive education and neoliberalism in a critical ethnographic portrayal of a small California charter school. Mac critically questions the concept of inclusion in this setting, showing that neoliberal values and inclusion are mutually exclusive. Inclusion conceals many social issues and neoliberal values, such as independence, profit accumulation and competition, which Mac unfolds as she shares her interviews, observations, and review of school documents. Mac deftly illustrates how free market reform has raised the ante for low income, especially non-native English-speaking children of color to succeed in an increasingly competitive and standardized schooling environment. We feel Santiago’s abandonment by special education staff in the study skills class when he says he’s “lost.” The general teachers are in a similar situation without help. In the end, children who need differentiated instruction instead become deficient, instead of the system that labels them as so. Neoliberalism and Inclusive Education provides a poignant account of charter schooling, revealing that neoliberal values are smokescreened with cost benefit analyses, strategic plans and educational outcomes, manufacturing failure for the disabled. -- Denise Blum, Ph.D. (Associate Professor, Oklahoma State University)With her unfailingly trenchant analysis, Dr. Mac critiques the deployment of capital and power in the service of neoliberalism against vulnerable and under-represented populations. She brings a critical ethnographic lens on a charter school to address how neoliberal ideology and inclusive education discourses spectacularly fail poor students of color with disabilities, addressing key gaps in what we know about how inclusive education is experienced by underrepresented students. -- Shabana Mir, Ph.D. (Associate Professor, American Islamic College, Chicago)Table of ContentsChapter 1. School Choice, Disaster Capitalism, and the Reproduction of Inequality for Historically Marginalized Students Chapter 2. The Creation of Deficient Students in Need of a “Special” Education Chapter 3. Needy Populations and Individual Failures Chapter 4. The Illusion of Choice and the Myth of Competition in the Education Marketplace Chapter 5. The Incompatibility of Neoliberalism and Inclusive Education Chapter 6. Closing Thoughts and Recommendations

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Book SynopsisThe moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K-12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative.Table of Contents Foreword Alfie Kohn Introduction: Why Ungrade? Why Grade? Susan D. Blum Part I: Foundations and Models 1. How to Ungrade Jesse Stommel 2. What Going Gradeless Taught Me about Doing the ""Actual Work"" Aaron Blackwelder 3. Just One Change (Just Kidding): Ungrading and Its Necessary Accompaniments Susan D. Blum 4. Shifting the Grading Mindset Starr Sackstein 5. Grades Stifle Student Learning. Can We Learn to Teach without Grades? Arthur Chiaravalli Part II: Practices 6. Let's Talk about Grading Laura Gibbs 7. Contract Grading and Peer Review Christina Katopodis and Cathy N. Davidson 8. Critique-Driven Learning and Assessment Christopher Riesbeck 9. A STEM Ungrading Case Study: A Reflection on First-Time Implementation in Organic Chemistry II Clarissa Sorensen-Unruh 10. The Point-less Classroom: A Math Teacher's Ironic Choice in Not Calculating Grades Gary Chu Part III: Reflections 11. Grade Anarchy in the Philosophy Classroom Marcus Schultz-Bergin 12. Conference Musings and The G Word Joy Kirr 13. Wile E. Coyote, the Hero of Ungrading John Warner Conclusion: Not Simple but Essential Susan D. BlumAcknowledgments Contributors Index

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Book SynopsisStudents are reading on screens more than ever—how can we teach them to be better digital readers? Smartphones, laptops, tablets: college students are reading on-screen all the time, and digital devices shape students’ understanding of and experiences with reading. In higher education, however, teachers rarely consider how digital reading experiences may have an impact on learning abilities, unless they’re lamenting students’ attention spans or the distractions available to students when they’re learning online.Skim, Dive, Surface offers a corrective to these conversations—an invitation to focus not on losses to student learning but on the spectrum of affordances available within digital learning environments. It is designed to help college instructors across the curriculum teach digital reading in their classes, whether they teach face-to-face, fully online, or somewhere in between. Placing research from cognitive psychology, neuroscience, learning science, and composition in dialogue with insight from the scholarship of teaching and learning, Jenae Cohn shows how teachers can better frame, scaffold, and implement effective digital reading assignments. She positions digital reading as part of a cluster of literacies that students should develop in order to communicate effectively in a digital environment.Trade ReviewAn important, accessible contribution to conversations about digital reading." —Ellen Carillo, coauthor of Reading Critically, Writing WellTable of Contents Acknowledgments Introduction: Why Teach Digital Reading? Part 1. Skim Understanding Historical, Affective, and Neurological Perspectives on Reading Technologies 1. The Chained Book: A Historical Overview of Reading Technology in Higher Education 2. The Held Book: How Our Feelings for Books Impact How We Teach Reading 3. The Brain on Books: What the Neuroscience of Reading Can Tell Us about Reading on Screens Part 2. Dive Exploring the Digital Reading Framework to Promote Deep Reading Practices An Introduction to the Digital Reading Framework: Curation, Connection, Creativity, Contextualization, Contemplation 4. Curation 5. Connection 6. Creativity 7. Contextualization 8. Contemplation Part 3. Surface Critically Approaching the Adoption and Use of Digital Reading Technologies 9. The Ethical Implications of Digital Reading: Grappling with Digital Archiving, Readerly Privacy, and Evidence of Our Reading Conclusion: Principles, Practices, and Futures for Digital Reading Appendix: Tools for Digital Reading References Index

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Book Synopsis2020 Choice​ Outstanding Academic Title Research frequently neglects the important ways that race and gender intersect within the complex structural dynamics of STEM. Diversifying STEM fills this void, bringing together a wide array of perspectives and the voices of a number of multidisciplinary scholars. The essays cover three main areas: the widely-held ideology that science and mathematics are “value-free,” which promotes pedagogies of colorblindness in the classroom as well as an avoidance of discussions around using mathematics and science to promote social justice; how male and female students of color experience the intersection of racist and sexist structures that lead to general underrepresentation and marginalization; and recognizing that although there are no quick fixes, there exists evidence-based research suggesting concrete ways of doing a better job of including individuals of color in STEM. As a whole this volume will allow practitioners, teachers, students, faculty, and professionals to reimagine STEM across a variety of educational paradigms, perspectives, and disciplines, which is critical in finding solutions that broaden the participation of historically underrepresented groups within the STEM disciplines. Trade Review“Diversifying STEM is a compilation of sound and comprehensive research…accessible to multiple stakeholders both in and outside of the field of STEM education. Parents, teachers, administrators, policymakers, college students and researchers could benefit from this work.” -- Crystal Hill Morton * Indiana University-Purdue University Indianapolis, School of Education *“Whether examining colorblind liberalism or tracing the paths of Black, Afro-Brazilian, and Pakistani women through science and mathematics at American universities, a multidisciplinary team of authors present a range of perspectives and analysis on students of color in STEM fields. Diversifying STEM brings together top scholars on topics of vital importance to today’s educators, especially those who want to increase the number of qualified STEM students at their institutions.” -- Brian A. Burt * University of Wisconsin-Madison *"The etymology of the word diversity aligns with mathematics and science in its focus on variation. This book offers insight into how variation in identity influences the experiences and socialization of students in STEM education. Building on theories and concepts from across the social sciences, the book’s contributors engage the STEM opportunity to learn literature in novel fashion." -- William F. Tate * Edward Mallinckrodt Distinguished Professor in Arts & Sciences, Washington University in St. Louis *"The partnership between Dr. McGee and Dr. Robinson has given STEM diversity work an expanded, multidisciplinary lens that allows us to consider both research and practitioners' experiences. This book shares the unique perspectives of scholars from across the nation, encompassing a variety of backgrounds. It's a rich outcome of the 'Diversifying STEM' panels at Vanderbilt and related work, and a resource that can be used to better inform our practice." -- Renetta Garrison Tull * Vice Chancellor of Diversity, Equity, and Inclusion, UC Davis *Chronicle of Higher Education 'Selected New Books on Higher Education' round-up https://www.chronicle.com/article/Selected-New-Books-on-Higher/247906 * Chronicle of Higher Education *"This collection of articles, many including first-person accounts, reflects the experiences of women and people of color as they negotiate entry to STEM fields. As such, it is a much-needed contribution to the literature, a book that should be required reading for STEM faculty and administrators especially at predominantly white institutions who truly want to make their departments and universities more inclusive. Highly recommended." * Choice *Table of ContentsIntroduction Part I: The Structural Dynamics of STEM Part II: The Impact of Race and Gender on Scholars of Color in STEM Part III: The Way Forward for Students, Faculty, and Institutions: Strategies for STEM Success Acknowledgments Notes on Contributors Index

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Book SynopsisDer Band analysiert und reflektiert die Komplexität der Steuerung inklusiver Bestrebungen im schulischen Kontext. In den Beiträgen wird aus verschiedenen Akteursperspektiven der Frage nachgegangen, wie die UN-BRK auf den unterschiedlichen Ebenen des Schulsystems umgesetzt wird und ob Inklusion grundsätzlich gesteuert werden kann. Dafür kommen Wissenschaftler*innen, Bildungspolitiker*innen, Personen aus der Bildungsverwaltung, Schulpraktiker*innen und Eltern zu Wort.Table of ContentsBlicke in die Makro-Ebene: Inklusion aus governancetheoretischer Perspektive.- Inklusive Bildung als Beispiel und Prüffall politischer Steuerung.- Beteiligung unterschiedlicher Akteure bei Aushandlungsprozessen von Steuerungsprozessen.- Inklusion als Steuerungsimpuls.- Inklusion als Mehrebenenkonstellation.- (Internationale) Large Scale Studien und Steuerungsprozesse im (inklusiven) Bildungssystem.- Zwischen Capacity Building und Monitoring – ein systematisches Review zur Beteiligung zwischen- und nichtstaatlicher Akteure an inklusiver Bildung.- Kann man Inklusion steuern? Reflexionen eines ehemaligen Kultusministers.- Blicke in die Intermediäre Ebene: Rekontextualisierung der inklusiven Norm auf den intermediären Ebenen des Schulsystems. Eine Analyse anhand von zwei Schulentwicklungsprojekten.- Governancekonzepte, Akteurskonstellationen und Verfügungsrechte im Rahmen der inklusiven Bildungsreform (Südtirol/ Italien und Baden-Württemberg/ Deutschland).- Blicke in die Meso-Ebene: Governance Prozesse in der inklusionsorientierten Lehrerfort- und Weiterbildung.- Inklusion in der Einzelschule steuern?- Steuerung auf der Ebene der Einzelschule durch Qualifizierung der Lehrkräfte.

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Book SynopsisDie Studie untersucht, wie neu zugewanderte Schüler*innen an einer Hamburger Sekundarschule integrativ, d.h. sowohl in Regelklassen als auch einer Vorbereitungsklasse, beschult werden. Anhand von ethnographischen Daten wird durch Auswertungsmethoden der Reflexiven Grounded Theory aufgezeigt, wie es zu Prozessen der Inklusion und Exklusion durch sprachliche Bildung kommt. Herausforderungen zeigen sich in strukturell-organisationalen Hürden, während sich Chancen durch das inklusive Selbstverständnis der Schule ergeben, die ihren Unterricht an eine diverse Schüler*innenschaft angepasst hat. So hängt die Möglichkeit der Teilhabe am Regelunterricht letztlich vor allem von Faktoren ab, die alle Schüler*innen gleichermaßen und nicht nur neu zugewanderte betreffen.Table of ContentsZum kontext der Forschung.- Theoretischer und methodischer Rahmen.- Ethnographische Collagen und Ergebnisdarstellung.

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Book SynopsisThe average achievements the Asia-Pacific region has seen in education, employment and income reflect the role economic growth can play in helping people realize their potential. However, these achievements represent only that: an average. With an increasing gap between rich and poor and between those who have and those who do not have access to opportunities, Asia and the Pacific is also a region that is growing apart. This report adopts a rigorous approach to measuring and quantifying progress in the level of inclusion and empowerment of marginalised groups across countries in the region. It focuses on three main areas of direct link to the 2030 Agenda for Sustainable Development and the SDGs, namely education, employment and income (SDG 4, SDG 8 and SDG 10). The purpose of the analysis is to assess to what extent disadvantaged groups have been included and empowered in these three areas. While there are various disadvantaged groups, the report focuses on women, rural residents, persons with disabilities, youth, older persons and migrants, as well as the furthest behind groups, which are shaped by various layers of circumstances. The aim of this report is to use analytical evidence to encourage policymakers to adopt policies that underpin inclusion and empowerment in their countries

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Book SynopsisNon-state actors' role extends beyond provision of schooling to interventions at various education levels and influence spheres. Alongside its review of progress towards SDG 4, including emerging evidence on the COVID-19 pandemic's impact, the 2021/2 Global Education Monitoring Report urges governments to see all institutions, students and teachers as part of a single system. Standards, information, incentives and accountability should help governments protect, respect and fulfil the right to education of all, without turning their eyes away from privilege or exploitation. Publicly funded education does not have to be publicly provided but disparity in education processes, student outcomes and teacher working conditions must be addressed. Efficiency and innovation, rather than being commercial secrets, should be diffused and practised by all. To that end, transparency and integrity in the public education policy process need to be maintained to block vested interests. The report's rallying call – Who chooses? Who loses? – invites policymakers to question relationships with non-state actors in terms of fundamental choices: between equity and freedom of choice; between encouraging initiative and setting standards; between groups of varying means and needs; between immediate commitments under SDG 4 and those to be progressively realized (e.g. post-secondary education); and between education and other social sectors.

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Book SynopsisAs recognised in the Incheon Declaration, the achievement of SDG 4 is dependent on opportunities and challenges posed by technology, a relationship that was strengthened by the onset of the COVID-19 pandemic. Technology appears in six out of the ten targets in the fourth Sustainable Development goal on education. These references recognize that technology affects education through five distinct channels, as input, means of delivery, skill, tool for planning, and providing a social and cultural context. There are often bitter divisions in how the role of technology is viewed, however. These divisions are widening as the technology is evolving at breakneck speed. The 2023 GEM Report on technology and education explores these debates, examining education challenges to which appropriate use of technology can offer solutions (access, equity and inclusion; quality; technology advancement; system management), while recognizing that many solutions proposed may also be detrimental. The report also explores three system-wide conditions (access to technology, governance regulation, and teacher preparation) that need to be met for any technology in education to reach its full potential.

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Book SynopsisMeasurement and Evaluation in Teaching: An Anthology provides students with a curated collection of articles that explore educational assessment, evaluation, and testing methodologies.The readings, authored by a variety of experts in the field, cover a wide range of topics, starting with an overview of the history and current state of educational assessment before addressing various aspects of measurement and evaluation and examining specific types of assessment items such as multiple-choice, essay, and performance assessments. The book also addresses the role of culture in assessment, the development of objectives, the importance of validity and reliability in testing, and the design of learning outcomes.Measurement and Evaluation in Teaching is an ideal resource to prepare future educators to assess student learning effectively and evaluate the impact of instructional strategies. It is well suited for courses and programs with focus on educational assessment, teacher education, curriculum design, and educational psychology.

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Book SynopsisBeyond the Schoolhouse introduces eight paradigm shifts that are urgently needed to challenge inequities in education and improve the conditions for historically marginalized school children. The book provides educators and scholars with actionable strategies to shift the paradigm from schools alone to engaged partnerships with families and communities. Too many educators enter the profession with an incompatible paradigm, one that asks educators to resolve the problems facing school children from behind the closed doors of the school. The book offers a new paradigm, one that opens the power of partnerships to improve the conditions for school children from within and beyond the walls of the schoolhouse.Drawing thoughtfully on leadership theory, current research, and evidence-based practice, the author engages practitioners and scholars in a spirited and candid conversation about why partnerships with families and communities are needed in this era of rapid cultural change and soaring inequalities. The book features scenarios from the field along with lessons learned on the pitfalls and possibilities embedded in the paradigm shifts. The scenarios reveal how the partners leveraged their power to disrupt historical patterns of racism, classism, and nativism. The book offers a compelling analysis of the power of school, family, and community partners to embrace dramatically different paradigms for schooling. With anecdotes and illustrations, the author invites readers to consider their role in engaging in meaningful partnerships that reflect the community's best hopes for the education of their children. Her narratives offer a deeply rooted understanding of the possibilities and pitfalls of school, family, and community partnerships in a diversity of settings, including urban, rural, and tribal schools and systems in the U.S. and abroad.The chapters build hope and a realistic optimism that engaged partners can leverage their talents and resources and work together to bring best practices to scale for the benefit of children of diverse identities, cultures, and ethnicities. Chapters contain strategies and tools to tackle the growing inequalities which keep far too many children on the margins of schooling and furthest from justice and equity. Strategies include equity-focused protocols, structured questions for dialogue in virtual and face-to-face settings, and resources for extended reflection. The book may be useful for scholars in academic circles, principal and teacher preparation providers, novice and experienced educators and administrators, and the allies, school board members, and elected officials who are invested in enriching the education and well-being of school children and the families and communities they serve.

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Book SynopsisBeyond the Schoolhouse introduces eight paradigm shifts that are urgently needed to challenge inequities in education and improve the conditions for historically marginalized school children. The book provides educators and scholars with actionable strategies to shift the paradigm from schools alone to engaged partnerships with families and communities. Too many educators enter the profession with an incompatible paradigm, one that asks educators to resolve the problems facing school children from behind the closed doors of the school. The book offers a new paradigm, one that opens the power of partnerships to improve the conditions for school children from within and beyond the walls of the schoolhouse.Drawing thoughtfully on leadership theory, current research, and evidence-based practice, the author engages practitioners and scholars in a spirited and candid conversation about why partnerships with families and communities are needed in this era of rapid cultural change and soaring inequalities. The book features scenarios from the field along with lessons learned on the pitfalls and possibilities embedded in the paradigm shifts. The scenarios reveal how the partners leveraged their power to disrupt historical patterns of racism, classism, and nativism. The book offers a compelling analysis of the power of school, family, and community partners to embrace dramatically different paradigms for schooling. With anecdotes and illustrations, the author invites readers to consider their role in engaging in meaningful partnerships that reflect the community's best hopes for the education of their children. Her narratives offer a deeply rooted understanding of the possibilities and pitfalls of school, family, and community partnerships in a diversity of settings, including urban, rural, and tribal schools and systems in the U.S. and abroad.The chapters build hope and a realistic optimism that engaged partners can leverage their talents and resources and work together to bring best practices to scale for the benefit of children of diverse identities, cultures, and ethnicities. Chapters contain strategies and tools to tackle the growing inequalities which keep far too many children on the margins of schooling and furthest from justice and equity. Strategies include equity-focused protocols, structured questions for dialogue in virtual and face-to-face settings, and resources for extended reflection. The book may be useful for scholars in academic circles, principal and teacher preparation providers, novice and experienced educators and administrators, and the allies, school board members, and elected officials who are invested in enriching the education and well-being of school children and the families and communities they serve.

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Book SynopsisBIPOC Alliances: Building Communities and Curricula is a collection of reflective experiences that confront, challenge, and resist hegemonic academic canons. BIPOC perspectives are often scarce in scholarly academic venues and curriculum. This edited book is a curated collection of interdisciplinary, underrepresented voices, and lived experiences through critical methodologies for empowerment (Reilly & Lippard, 2018). Gloria Anzaldu a's (2015) autohistoria-teorí a is a lens for decolonizing and theorizing of one's own experiences, historical contexts, knowledge, and performances through creative acts, curriculum, and writing. Gloria Anzaldu a coined, autohistoria-teorí a, a feminist writing practice of testimonio as a way to create self-knowledge, belonging, and to bridge collaborative spaces through selfempowerment. Anzaldu a encouraged us to focus towards social change through our testimonios and art, "[t]he healing images and narratives we imagine will eventually materialize" (Anzaldu a & Keating, 2009, p. 247).For this collection, we use lived experience or testimonios as an approach, a method, to conduct research and to bear witness to learners and one's own experiences (Reyes & Rodrí guez, 2012). Maxine Greene's (1995) concept of an emancipated pedagogy merges art, culture, and history as one education that empowers students with Gloria Anzaldu a's (2015) autohistoria-teorí a to re-imagine individual and collective inclusion by allowing students "... to read and to name, to write and to rewrite their own lived worlds" (Greene, 1995, pp. 147). Greene and Anzaldu a reach beyond theorizing and creating curriculum for awareness and expand the crossings into active and critical self- reflective work to rewrite one's own empowered stories and engage in a healing process.

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Book SynopsisBIPOC Alliances: Building Communities and Curricula is a collection of reflective experiences that confront, challenge, and resist hegemonic academic canons. BIPOC perspectives are often scarce in scholarly academic venues and curriculum. This edited book is a curated collection of interdisciplinary, underrepresented voices, and lived experiences through critical methodologies for empowerment (Reilly & Lippard, 2018). Gloria Anzaldu a's (2015) autohistoria-teorí a is a lens for decolonizing and theorizing of one's own experiences, historical contexts, knowledge, and performances through creative acts, curriculum, and writing. Gloria Anzaldu a coined, autohistoria-teorí a, a feminist writing practice of testimonio as a way to create self-knowledge, belonging, and to bridge collaborative spaces through selfempowerment. Anzaldu a encouraged us to focus towards social change through our testimonios and art, "[t]he healing images and narratives we imagine will eventually materialize" (Anzaldu a & Keating, 2009, p. 247).For this collection, we use lived experience or testimonios as an approach, a method, to conduct research and to bear witness to learners and one's own experiences (Reyes & Rodrí guez, 2012). Maxine Greene's (1995) concept of an emancipated pedagogy merges art, culture, and history as one education that empowers students with Gloria Anzaldu a's (2015) autohistoria-teorí a to re-imagine individual and collective inclusion by allowing students "... to read and to name, to write and to rewrite their own lived worlds" (Greene, 1995, pp. 147). Greene and Anzaldu a reach beyond theorizing and creating curriculum for awareness and expand the crossings into active and critical self- reflective work to rewrite one's own empowered stories and engage in a healing process.

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Book SynopsisThe vision and development of this edited text are driven by a deep desire to ensure that teacher candidates are thoughtfully prepared to more fully address students' needs and create classroom environments that are safe for students and teachers. Specifically, this text will provide an understanding of how educator preparation programs are providing teacher candidates with the knowledge and skills to effectively utilize an asset-based approach to foster resiliency skills that support P-12 students who have or are experiencing trauma. This text considers how programs are developing equity-focused content, curriculum, & pedagogy to ensure teacher candidates can integrate trauma-informed practices as well as develop their own resiliency skills. This resource highlights important and relevant tools, strategies, and approaches for preparing future teachers to implement traumainformed practices within their classrooms.In recent years, much attention and resources focused on preparing teachers to more comprehensively address, acknowledge, and understand childhood trauma and the impact it has on students' lives inside and outside of the classroom. This text will be of interest to all those working in institutes of higher education, alternative licensure programs, and organizations, public schools, and districts involved with the preparation of teachers and/or professional development of in-service educators. It has the potential to serve as a catalyst for teacher preparation programs to more intentionally integrate trauma-informed practices in meaningful ways and contribute to a glaring gap within the literature focused on the systematic ways in which childhood trauma and resiliency development are being addressed in the preparation of teachers.

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Book SynopsisThe vision and development of this edited text are driven by a deep desire to ensure that teacher candidates are thoughtfully prepared to more fully address students' needs and create classroom environments that are safe for students and teachers. Specifically, this text will provide an understanding of how educator preparation programs are providing teacher candidates with the knowledge and skills to effectively utilize an asset-based approach to foster resiliency skills that support P-12 students who have or are experiencing trauma. This text considers how programs are developing equity-focused content, curriculum, & pedagogy to ensure teacher candidates can integrate trauma-informed practices as well as develop their own resiliency skills. This resource highlights important and relevant tools, strategies, and approaches for preparing future teachers to implement traumainformed practices within their classrooms.In recent years, much attention and resources focused on preparing teachers to more comprehensively address, acknowledge, and understand childhood trauma and the impact it has on students' lives inside and outside of the classroom. This text will be of interest to all those working in institutes of higher education, alternative licensure programs, and organizations, public schools, and districts involved with the preparation of teachers and/or professional development of in-service educators. It has the potential to serve as a catalyst for teacher preparation programs to more intentionally integrate trauma-informed practices in meaningful ways and contribute to a glaring gap within the literature focused on the systematic ways in which childhood trauma and resiliency development are being addressed in the preparation of teachers.

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Book SynopsisHow We Take Action brings together practical examples of social justice in language education from a wide range of contexts. Many language teachers have a desire to teach in justice-oriented ways, but perhaps also feel frustration at how hard it is to teach in ways that we did not experience ourselves as learners and have not observed as colleagues. As a profession, we need more ideas, more examples, and wider networks of allies in this work. This book includes the work of 59 different authors including teachers and researchers at every level from Pre-K to postsecondary, representing different backgrounds, languages, and approaches to classroom practice. Organized into three sections, some of the chapters in this collection report on classroom research while others focus on key practices and experiences. Section I is entitled Inclusive and Empowering Classrooms. In this section authors take a critical approach to classroom practices by breaking with the status quo or creating spaces where students experience safety, access, and empowerment in language learning experiences. Section II, Integration of Critical Topics, addresses a variety of ways teachers can incorporate justice-oriented pedagogies in day-to-day instructional experiences. Social justice does not happen haphazardly; it requires careful, critical examination of instructional practices and intentional planning as instructors hope to enact change. Section III, Activism and Community Engagement, explores how teachers can empower students to become agents for positive change through the study of activism and constructive community engagement programs at local and global levels.

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Book SynopsisHow We Take Action brings together practical examples of social justice in language education from a wide range of contexts. Many language teachers have a desire to teach in justice-oriented ways, but perhaps also feel frustration at how hard it is to teach in ways that we did not experience ourselves as learners and have not observed as colleagues. As a profession, we need more ideas, more examples, and wider networks of allies in this work. This book includes the work of 59 different authors including teachers and researchers at every level from Pre-K to postsecondary, representing different backgrounds, languages, and approaches to classroom practice. Organized into three sections, some of the chapters in this collection report on classroom research while others focus on key practices and experiences. Section I is entitled Inclusive and Empowering Classrooms. In this section authors take a critical approach to classroom practices by breaking with the status quo or creating spaces where students experience safety, access, and empowerment in language learning experiences. Section II, Integration of Critical Topics, addresses a variety of ways teachers can incorporate justice-oriented pedagogies in day-to-day instructional experiences. Social justice does not happen haphazardly; it requires careful, critical examination of instructional practices and intentional planning as instructors hope to enact change. Section III, Activism and Community Engagement, explores how teachers can empower students to become agents for positive change through the study of activism and constructive community engagement programs at local and global levels.

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Book SynopsisCreating New Possibilities for the Future of HBCUs brings together over 20 higher education scholars with more than 150 years of combined professional experience to critically examine the current contributions of and future directions for our nation's 101 historically Black colleges and universities (HBCUs). The book breaks new ground on Black colleges and offers hope and optimism for charting their future despite shrinking investments in higher education, declining enrollments, and eroding public confidence in the value of a college degree. The book was written to tell the truth, to right (or "[re]write") past wrongs about HBCUs, and to shift our collective gaze from the uncertain, shaky past of a select few to a far more promising future for all based on insights from contemporary empirical research.Each chapter addresses a particular aspect of higher education as it relates to HBCUs, documenting the undeniable legacy of Black colleges, their current challenges and untold successes, blended with findings from recent empirical studies—both quantitative and qualitative—that clearly create new possibilities for the future of HBCUs. This volume was developed to break new ground on often overlooked and understudied terrain in higher education scholarship.Organized into three major sections, the book includes chapters focusing on HBCUs as institutions and a small, but consequential, segment of the higher education enterprise. Section Two consists of 6 chapters addressing the experiences of HBCU students, paying close attention to issues of intersectionality, heterogeneity, and race/ethnicity, to name a few. A third, and final, section turns much-needed attention to HBCU personnel, including campus administrators, college presidents, and faculty. Rich in its coverage of culture, facts, and past history, this new book offers much to those interested in charting new possibilities for the future of HBCUs.

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Book SynopsisCreating New Possibilities for the Future of HBCUs brings together over 20 higher education scholars with more than 150 years of combined professional experience to critically examine the current contributions of and future directions for our nation's 101 historically Black colleges and universities (HBCUs). The book breaks new ground on Black colleges and offers hope and optimism for charting their future despite shrinking investments in higher education, declining enrollments, and eroding public confidence in the value of a college degree. The book was written to tell the truth, to right (or "[re]write") past wrongs about HBCUs, and to shift our collective gaze from the uncertain, shaky past of a select few to a far more promising future for all based on insights from contemporary empirical research.Each chapter addresses a particular aspect of higher education as it relates to HBCUs, documenting the undeniable legacy of Black colleges, their current challenges and untold successes, blended with findings from recent empirical studies—both quantitative and qualitative—that clearly create new possibilities for the future of HBCUs. This volume was developed to break new ground on often overlooked and understudied terrain in higher education scholarship.Organized into three major sections, the book includes chapters focusing on HBCUs as institutions and a small, but consequential, segment of the higher education enterprise. Section Two consists of 6 chapters addressing the experiences of HBCU students, paying close attention to issues of intersectionality, heterogeneity, and race/ethnicity, to name a few. A third, and final, section turns much-needed attention to HBCU personnel, including campus administrators, college presidents, and faculty. Rich in its coverage of culture, facts, and past history, this new book offers much to those interested in charting new possibilities for the future of HBCUs.

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Book SynopsisReducing Hate through Multicultural Education and Transformation is a book that reminds us that we live in a complex world; and at micro and macro levels, the demography is changing and people are worried about the current state of affairs, their future, and the future of their children. At local, national, and global levels, there appears to be unsteadiness, crises, and struggles in our economies, politics, and societies. Disruptions, disasters, and deaths are visible at all spectra of our lives; and our leaders seem unready, unwilling, underprepared, and unprepared to bring us together to solve our problems for the common good. Even when we make efforts to respond to human differences and multicultural valuing, they seem to be half-baked cakes that are unready for consumption; and there continues to be visible hateful actions that devastate our sacred existence. While these hateful actions have filtered into our families, schools, communities, nation, and world, we pretend to solve them by engaging in phony community relations, fraudulent multiculturalism, and unreasonable "wokeness" to masquerade our inefficiency, inflexibility, prejudice, and jaundiced views.Reducing Hate through Multicultural Education and Transformation provides cutting edge solutions for innovative educators and leaders. Yes, hate is a controversial construct that is rarely researched, studied, and discussed in education. The reason is that teachers and related professionals are supposedly very liberal people who cannot hate their culturally and linguistically diverse (CLD) students, parents, and colleagues. And, the lingering question is, can a teacher who is always liberal be also hateful? This question seems legitimate; and, to answer it, we must look deeper into traditional presumptions. The reality is that White educators and professionals who dominate the educational profession are human-beings who live in their respective White dominated communities. As a result, they teach or lead people who they do not know very well. If not, why should CLD individuals continue to experience hateful misidentifications, misassessments, miscategorizations, misplacements, and misinstructions in school programs? And, why should disproportionate placements of CLD learners with special education needs, gifts and talents, and emotional/behavioral problems continue to be burning issues in education? This book provides outside-the-box solutions!

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Book SynopsisReducing Hate through Multicultural Education and Transformation is a book that reminds us that we live in a complex world; and at micro and macro levels, the demography is changing and people are worried about the current state of affairs, their future, and the future of their children. At local, national, and global levels, there appears to be unsteadiness, crises, and struggles in our economies, politics, and societies. Disruptions, disasters, and deaths are visible at all spectra of our lives; and our leaders seem unready, unwilling, underprepared, and unprepared to bring us together to solve our problems for the common good. Even when we make efforts to respond to human differences and multicultural valuing, they seem to be half-baked cakes that are unready for consumption; and there continues to be visible hateful actions that devastate our sacred existence. While these hateful actions have filtered into our families, schools, communities, nation, and world, we pretend to solve them by engaging in phony community relations, fraudulent multiculturalism, and unreasonable "wokeness" to masquerade our inefficiency, inflexibility, prejudice, and jaundiced views.Reducing Hate through Multicultural Education and Transformation provides cutting edge solutions for innovative educators and leaders. Yes, hate is a controversial construct that is rarely researched, studied, and discussed in education. The reason is that teachers and related professionals are supposedly very liberal people who cannot hate their culturally and linguistically diverse (CLD) students, parents, and colleagues. And, the lingering question is, can a teacher who is always liberal be also hateful? This question seems legitimate; and, to answer it, we must look deeper into traditional presumptions. The reality is that White educators and professionals who dominate the educational profession are human-beings who live in their respective White dominated communities. As a result, they teach or lead people who they do not know very well. If not, why should CLD individuals continue to experience hateful misidentifications, misassessments, miscategorizations, misplacements, and misinstructions in school programs? And, why should disproportionate placements of CLD learners with special education needs, gifts and talents, and emotional/behavioral problems continue to be burning issues in education? This book provides outside-the-box solutions!

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Book SynopsisThis book explores why Black men continue to be severely underrepresented in the STEM disciplines. It provides chapters that explore factors that lead to underrepresentation of Black males in STEM (e.g., societal traditions of what type of work is appropriate; the ruptured pipeline that leads to higher rates of attrition at every level of career development; barriers in science fields such as subtle and overt discrimination; and inequitable resources and opportunities). The premise of this volume is if Black males are to compete in an emerging global economy fueled by rapid innovation and marked by an astonishing pace of technological breakthroughs, they must be present.The book makes new contributions to the field. The collective of higher education professionals and change agents whom are tied to STEM bring cutting-edge thinking in how best to address the leaky STEM pipeline which has left the industry/workforce void of talented Black men. The volume promises timely, relevant and emergent scholarship and perspectives for STEM leadership, scholars and supporters. It provides promising practices (best practices) and recommendations in recruiting and retaining Black males in STEM disciplines and the competitive market place.

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Book SynopsisThis book explores why Black men continue to be severely underrepresented in the STEM disciplines. It provides chapters that explore factors that lead to underrepresentation of Black males in STEM (e.g., societal traditions of what type of work is appropriate; the ruptured pipeline that leads to higher rates of attrition at every level of career development; barriers in science fields such as subtle and overt discrimination; and inequitable resources and opportunities). The premise of this volume is if Black males are to compete in an emerging global economy fueled by rapid innovation and marked by an astonishing pace of technological breakthroughs, they must be present.The book makes new contributions to the field. The collective of higher education professionals and change agents whom are tied to STEM bring cutting-edge thinking in how best to address the leaky STEM pipeline which has left the industry/workforce void of talented Black men. The volume promises timely, relevant and emergent scholarship and perspectives for STEM leadership, scholars and supporters. It provides promising practices (best practices) and recommendations in recruiting and retaining Black males in STEM disciplines and the competitive market place.

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