Moral and social purpose of education Books

Trade ReviewThis volume provides a very comprehensive review of the field and can therefore be seen as a major contribution to current debates on educational policy. -- César Guadalupe * International Review of Education *This book explores the legal, philosophical and practical dimensions of human rights, with a specific focus on the right to education. While addressing complex questions and maintaining an informed international perspective, Tristan McCowan writes accessibly and engagingly, making this an excellent book for anyone concerned with these issues. * Michele Schweisfurth, Professor of Comparative and International Education, University of Glasgow, UK *Human rights will be the defining feature of the 21st century and Tristan McCowan's important book provides a lucid and thoughtful account of its meaning for education. Drawing on Dewey, Freire, Sen, and others, McCowan offers a political, moral, legal, and philosophical approach to rights, contrasting It with other approaches such as human capital and capabilities. This book is a must read for educators generally, especially those concerned with education policy, progressive education, comparative and international education, and, of course, human rights. * Steven J. Klees, Professor of International Education Policy, University of Maryland, USA *Tristan McCowan provides an excellent genealogy of current debates surrounding the right to education. By examining both the ‘right to education’ and ‘rights within education,’ and by coupling these analyses with diverse global examples, the author offers an extremely compelling and useful text for scholars of human rights, international and comparative education, and international development broadly. * Monisha Bajaj, Associate Professor and International and Comparative Education, Teachers College, Columbia University, UK *Table of ContentsAcknowledgements Abbreviations 1. Introduction: The Global Education Landscape 2. The Right to Education in International Law 3. Justifications for the Right to Education 4. A Right to What? Inputs, Outcomes and Processes 5. Upholding Human Rights within Education 6. Is there a Universal Right to Higher Education? 7. Contributions of the Capabilities Approach 8. Learning Human Rights 9. Principles and Implications References Index

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Table of ContentsIntroduction to the 50th Anniversary Edition Donald Macedo 1. The justification for a pedagogy of the oppressed; the contradiction between the oppressors and the oppressed, and how it is overcome; oppression and the oppressors; oppression and the oppressed; liberation: not a gift, not a self-achievement, but a mutual process. 2. The "banking" concept of education as an instrument of oppression—its presuppositions—a critique; the problem-posing concept of education as an instrument for liberation—its presuppositions; the "banking" concept and the teacher-student contradiction; the problem-posting concept and the supersedence of the teacher-student contradiction; education: a mutual process, world-mediated; people as uncompleted beings, conscious of their incompletion, and their attempt to be more fully human. 3. Dialogics—the essence of education as the practice of freedom; dialogics and dialogue; dialogue and the search for program content; the human-world relationship, "generative themes," and the program content of education as the practice of freedom; the investigation of "generative themes" and its methodology; the awakening of critical consciousness through investigation of "generative themes"; the various stages of the investigation. 4. Antidialogics and dialogics as matrices of opposing theories of cultural action: the former as an instrument of oppression and the latter as an instrument of liberation; the theory of antidialogical action and its characteristics: conquest, divide and rule, manipulation, and cultural invasion; the theory of dialogical action and its characteristics: cooperation, unity, organization, and cultural synthesis. Afterword Ira Shor Interviews with Contemporary Scholars Marina Aparicio Barberán, Noam Chomsky, Ramón Flecha, Gustavo Fischman, Ronald David Glass, Valerie Kinloch, Peter Mayo, Peter McLaren and Margo Okazawa-Rey Foreword to the Original English Edition (1970), Richard Shaull Index

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Book SynopsisThis textbook presents an integrative approach to thinking about research methods for social justice. In today's education landscape, there is a growing interest in scholar-activism and ways of doing research that advances educational equity. This text provides a foundational overview of important theoretical and philosophical issues specific to this kind of work in Section I. In Section II, readers engage with various ways of thinking about, collecting, and analyzing data, including qualitative, quantitative, and mixed methods approaches. Finally, in Section III, through case studies and research narratives, readers will learn about real scholars and their work. This book takes a wide-ranging approach to ways that various modalities and practices of research can contribute to an equity mission.Table of Contents1. Re-Positioning Power and Re-Imagining Reflexivity: Examining Positionality and Building Validity through Reconstructive Analyses, Meagan Call-Cummings and Karen Ross2. Considering Positionality: The Ethics of Conducting Research on Marginalized Groups, Laura Parson3. Flipping the Paradigm: Studying Up and Research for Social Justice, Elena Aydarova4. Framing Critical Race Theory and Methodologies, Kenzo Sung and Natoya Coleman5. Disentangling the Complexities of Queer Theory and Intersectionality Theory: Research Paradigms and Insights for Social Justice, Christian D. Chan, Sam Steen, Lionel C. Howard, and Arshad I Ali6. Using Critical Theory in Educational Research, Kamden K. Strunk and Jasmine S. Betties7. Viewing Research for Social Justice and Equity through the Lens of Zygmunt Bauman's Theory of Liquid Modernity, Danielle Ligocki8. Thinking Critically about "Social Justice Methods": Methods as "Contingent Foundations", Lucy E. Bailey9. Institutional Review Boards: Purposes and Applications for Students, Leslie Ann Locke10. Typical Areas of Confusion for Students New to Qualitative Research, Leslie Ann Locke11. Youth Participatory Action Research: The Nuts and Bolts as Well as the Roses and Thorns, Shiv R. Desai12. Advancing Social Justice with Policy Discourse Analysis, Elizabeth J. Allan and Aaron Tolbert13. Through Their Eyes, In Their Words: Using Photo-Elicitation to Amplify Student Voice in Policy and School Improvement Research, Jeff Walls and Samantha E. Holquist14. Using Photovoice to Resist Colonial Research Paradigms, Susan Cridland-Hughes, McKenzie Brittain, and S. Megan Che15. Re-Introducing Life History Methodology: An Equitable Social Justice Approach to Research in Education, James S. Wright16. Quantitative Methods for Social Justice and Equity: Theoretical and Practical Considerations, Kamden K. Strunk and Payton D. Hoover17. Large-Scale Datasets and Social Justice: Measuring Disparity in Opportunities to Learn, Heather E. Price18. X Marks the Spot: Engaging Campus Maps to Explore Sense of Belonging Experiences of Student Activists, Carli Rosati, David J. Nguyen, and Rose M. Troyer19. Propensity Score Methodology in the Study of Student Classification: The Case of Racial/Ethnic Disproportionality in Mild Disability Identification and Labeling, Argun Saaticioglu and Thomas M. Skrtic20. Transformative Mixed Methods: A Missed Opportunity, Carey Andrzejewski, Hannah Baggett, and Benjamin Arnberg21.Writing, Race, and Creative Democracy, Timothy J. Lensmire22. Beyond White: The Emotional Complexion of Critical Research on Race, Cheryl E. Matias23. I Pulled Up A Seat at the Table: My Journey Engaging in Critical Quantitative Inquiry, Lolita A. Tabron24. Working with Intention and in Tension: Evolving as a Scholar-Activist, Kristen A. Renn25. Collaboration, Community, and Collectives: Research for and by the People, Erica R. Dávila

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Book SynopsisThe book addresses the compelling questions concerning the ideals of African citizenship, the processes of learning to fulfill these ideals, and possibilities of education in fostering citizenship. Rather than advocating for one particular framework, the authors demonstrate the continuously contested nature of the concept of citizenship as both theoretically discussed by philosophers and practically experienced in daily lives. The monograph combines, in an unconventional way, selected philosophical accounts and everyday experiences from certain locations in Tanzania and Uganda. It provides contributions from philosophical ideas drawing on scholars such as Chantal Mouffe, Rosi Braidotti, Theodor Adorno and Étienne Balibar on one hand, and the conceptions articulated by groups of inhabitants of rural and urban settings in Africa, on the other hand. Therefore, the book offers fresh readings under the lenses of citizenship and learning.This is an open access book.Table of Contents1. Introduction. By Tiina Kontinen and Katariina Holma.- 2. The ambiguity of learning citizenship: diverse conceptions based on different theories of democracy. By Minna-Kerttu Kekki.- 3. Learning citizenship through mimesis: an Adornian perspective. By Hanna-Maija Huhtala.- 4. Citizenship as practice of equaliberty. By Lenka Hanovská.- 5. From reactivity into freedom: reading Rosi Braidotti on sustainable citizenship. By Anna Itkonen and Katariina Holma.- 6. Communities and habits of citizenship: Everyday participation in Kondoa, Tanzania. By Ajali M. Nguyahambi and Tiina Kontinen.- 7. Learning in communities of practice: How to become a good citizen in self-organizing groups in rural Tanzania. By Benta Nyamanyi Matunga.- 8. Women’s collaborative ways of learning economic citizenship in patriarchal settings: Village saving groups in rural Uganda. By Karembe F Ahimbisibwe and Alice N Ndidde.- 9. Learning in urban self-organized groups: Technology-mediated citizenship in Dodoma, Tanzania. By Rehema Kilonzo.- 10. Learning marriage ideals and gendered citizenship in ‘God-fearing’ Uganda. By Henni Alava, Janet Amito and Rom Lawrence.- 11. Exploring notions of community learning into good citizenship. By Twine Hannington Bananuka.- 12. Conclusions. By Tiina Kontinen and Katariina Holma.

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Book SynopsisThis practical resource is designed to support children and young people as they develop an understanding of the basic rights that we are all entitled to as humans. Diverse and inclusive, Blob figures have proven themselves to be a valuable way of sparking discussion of difficult topics through the universal means of body language and feelings. Based upon the UN Convention on the Rights of the Child, this book introduces ''Blob Trees'', lines and images with prompt questions and activities to help children to consider concepts such as freedom of movement and speech, safety and equality. It encourages children to think about the ways in which they can apply human rights articles to their own lives, by treating others with kindness, fairness and respect.Key features include: How to use' guides and prompt questions for each topic Simplified and child-friendly versions of all 42 human rights articles Photocopiable and downlTable of ContentsBlob Trees Drawing the Line Children’s Human Rights Articles General Sheets Blob World Sheets Blob Priority Sheets Reflective Images for Human Rights

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Book SynopsisAs part of the national curriculum, cooking provides children with a variety of skills, from learning the science behind where food comes from to what good health is and understanding how ingredients can be turned into something tasty to eat.Packed full of practical advice, colourful recipes, and nutritional guidance, this book will provide: Guidance to teach children a range of cooking skills, using a variety of ingredients from varying sources. An understanding as to where our food comes from; seasonal and all-year-round produce; how food is grown and transported to our shops and markets. The basic skills to make food safe, nutritious, and palatable to eat. Links to STEM, PSHE, and D&T primary school curriculum subjects. Ideal for group work for any primary classroom that has access to a school kitchen, either in mainstream primary or special school settings, tTable of ContentsPart 1. Introduction Part 2. Nutrition, Food Sources and Recipes 1. Recipes for Starting Skills 2. Recipes for Improving Skills 3. Recipes for Adding More Skills 4. Recipes for Basic Sauces/Dressing Part 3. Supplementary Material

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Book SynopsisBeing With Our Feelings teaches children how to be with themselves and each other with acceptance, kindness and compassion. By providing the tools for children to mindfully embody and be with all their feelings, this unique set, consisting of a comprehensive, practical toolkit, accompanied by four beautifully illustrated rhyming storybooks, is designed to develop childrenâs mental, physical and emotional wellbeing, in a way that it can grow strong, flourish and endure for a lifetime.Structured around seven key principles designed to focus on the felt sense of feelings in the body, rather than as thoughts in the mind, the Being With Our Feelings approach teaches children to get to know their feelings as energy waves, to allow their feeling waves to flow and move, to understand them as transient, and to accept them with kindness in the place of judgment. With clear, easy to follow activities and lesson ideas linked to each story, the Being With Our Feelings: A Mindful, Embodied Approach to Wellbeing Toolkit provides a supportive, progressive framework to develop learning and understanding (with suggestions for use across Years 3-6) as well as the flexibility to suit the needs of any school, group or individual.Sensitively written, with a refreshing burst of honesty, humour and a strong youth voice, the four storybooks: I Donât Want To Be Me - Amelieâs Walk, I Just Canât Decide!, The Red String and What If All The Trees Blow Away? are uniquely designed to support the Being With Our Feelings approach by similarly focussing on the felt sense of feelings in the body. Each book explores a key theme: accepting yourself, making independent choices, being with strong feelings such as anger and feeling anxiety and fear. With no need for prior training and suitable for primary teachers, educational therapists, social workers and all caring adults, Being With Our Feelings is a vital resource for adults and children to read, talk, listen, reflect, and create together to make a positive impact on their entire wellbeing. Appropriate for groups, whole classes, one-to-one settings, assemblies, staff training and interactions with parents and the wider community, the Being With Our Feelings set allows children and adults to discover their authentic inner selves, let go of expectations and simply be who they are.

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Book SynopsisBullying looks at how to develop strategies for maintaining effective action against bullying by one of the best-known authors in the field.Trade Review'an exploration of a complex issue, venturing beyond a simple introductory text to support incident management in schools by analysing the roots of bullying, the effects on the lives of victims, and suggesting achievable anti-bullying intervention designed to be effective the long-term.' - British Journal of Educational StudiesTable of Contents1. Introduction and Overview Section 1: Understanding Bullying 2. The Emergence of Bullying 3. The Social Basis of Bullying 4. How Much Bullying? Assessment and Measurement 5. The Experiences of Those who are Bullied Section 2: Towards Effective Intervention 6. Changing Cultures 7. Managing the Anti-bullying Project in School 8. Preventing and Responding to Bullying Behaviour 9. Researching Bullying - Where are we now? 10. Conclusions - the Limits of Current Knowledge

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Book SynopsisGirls are now out-performing boys at GCSE level, giving rise to a debate in the media on boys' underachievement. However, often such work has been a 'knee-jerk' response, led by media, not based on solid research. Boys, Girls and Achievement - Addressing the Classroom Issues fills that gap and:*provides a critical overview of the current debate on achievement;*Focuses on interviews with young people and classroom observations to examine how boys and girls see themselves as learners;*analyses the strategies teachers can use to improve the educational achievements of both boys and girls.Becky Francis provides teachers with a thorough analysis of the various ways in which secondary school pupils construct their gender identities in the classroom. The book also discusses methods teachers might use challenge these gender constructions in the classroom and thereby address the 'gender-gap' in achievement.Trade Review'... deserves to be widely bought and used in classrooms and teacher training.' - The Times Educational Supplement'Becky Francis provides us with a very clear and level-headed account of these debates and her own reflections on them. She has written a most thoughtful and carefully researched book ... This is an excellent book.' - Miriam E. David, Educational ReviewTable of ContentsIntroduction 1.Gender and Achievement: A Summary of Debates 2.Theoretical Perspectives of Gender Identity 3.Gendered Classroom Culture 4.Young People's Constructions of Gender and Status 5.Young People's Talk about Gender and Studentship 6.Young People's Views of the Importance of Gender and Education for their Lives 7.Young People's Talk about Gender and Behaviour 8.Discussion: Gender, Achievement and Status 9.Teaching Strategies for the Future

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Book SynopsisQueer Inclusion in Teacher Education explores the challenges and promises of building queer inclusive pedagogy and curriculum into teacher education. Weaving together theory, research findings, and practical how-to strategies and materials, it fills an important gap by offering a clear roadmap and resources for influencing the knowledge, beliefs, and actions of faculty working with pre-service teachers. While the book has implications for policy change, most immediately, readers will feel empowered with ideas for faculty development they can implement in their own teacher education programs. Looking at both the politics and practices of teacher education and the ways in which queer issues manifest in schools, it is hopeful in suggesting that if teachers and pre-service teachers can critically reflect on homophobia and heteronormativity, they can begin to think about and relate to queer youth in a different, more positive and inclusive way. A Companion Website [http://queerinclusion.com] with additional activities and materials for teacher educators and faculty development and a practical guide enhances the usefulness of the book.Trade Review"Innovative and thought provoking, this book’s three-fold approach is particularly novel and useful. It engages with the material and with readers at multiple levels, which makes it all the more useful to a variety of audiences with diverse needs." Luca Maurer, Program Director, Center for LGBT Education, Outreach & Services, Ithaca College, USATable of ContentsContentsPreface How to Use This Book Key Concepts of the Chapters Terms and Definitions Part I: The Challenges and Promise of Queering Teacher Education Chapter 1: Framing the Issue Chapter 2: Reading the Field Chapter 3: Theory and Queer Inclusion in Education Framework Part II: Field Research and Visibility Chapter 4: Teaching with Integrity Chapter 5: Teacher Candidates Engage with Queer Phenomena Chapter 6: Teacher Educators Queer Their Practice Part III: A Toolkit For Queering Practice Chapter 7: Activities and Materials for Faculty Development Chapter 8: Activities and Materials for Teacher Educators Chapter 9: A Call to Action AppendicesAppendix A: Gender and Sexual Orientation Diversity Continuum Appendix B: Queer Inclusion in Education Framework Appendix C: LGBTQ Advocacy in K-12 Classrooms Outline and Schedule Appendix D: Values Statement Questionnaire Appendix E: Curriculum Analysis: A Tool for Interrogating Messages about Sexual Orientation and Gender

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Book SynopsisThis Teacher''s Guide accompanies In the Shadow of Race: Growing Up as a Multiethnic, Multicultural, and Multiracial American by Teja Arboleda. It has a twofold purpose. First, it facilitates K-12 and university faculty in situating Arboleda''s book within the fields of race relations, multicultural education, and related disciplines. Second, it is intended to critique and problematize the book''s content so that it can be used to stimulate critical thought, debate, and action oriented toward increasing social justice among its readers both inside and outside of the classroom. To facilitate use of In the Shadow of Race as a course text, topics for discussion included in this Teacher''s Guide include the social construction of race; racial separatism versus diversity; racial, ethnic, and cultural identity development; the politics of racial categorization; mixed race peoples; cultural identity vs. identity by heritage; the concept of a cultural home; and cTable of ContentsContents: Preface. Part I: Situating the Research in the Fields of Race Relations and Multicultural Education. Introduction. Language, Terms, and Concepts. Race and Identity. Critique and Problematization of Voice in In the Shadow of Race. Part II: Using ^IIn the Shadow of Race^R in Courses. Implications of In the Shadow of Race for Multiculutral Education. Suggestions for How to Use In the Shadow of Race in the Multicultural Education, Race-Related Education, and General Studies Classroom. Part III: Bibliography. References and Additional Resources.

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Book SynopsisWhat is the philosophy that should drive native education policy and practice? In July 1997 a group of native educational leaders from the United States (including Alaska and Hawai''i), Canada, Australia, and New Zealand gathered to define a potential solution to this question. This book passes on the individual educational philosophies of the participants and captures the essence of each in a dynamic, transformational, and holistic model--Go to the Source--which forwards a collective vision for a native language- and culture-based educational philosophy that native educational leaders and teachers, policymakers, and curriculum developers can use to ground their work. For more information visit http://ed-web2.educ.msu.edu/voice/Trade Review"The book and the In Our Mother's Voice Web site are recommended for educators, legislators, and students of Native populations."—CHOICE"The book holds great promise as a tool to help various First Nations frame and give voice to their perspectives on education and to engage in the construction of an Indigenous educational policy and practice. Refreshing about the book is its representation of models using real-life artifacts that were constructed by participants to assist them in telling their individual and tribal stories of education."—The Alberta Journal of Educational Research"As is customary is most Iroquois gatherings, the words that come before all else are those of giving thanks for the all the gifts of life....so it is with the same spirit that I begin the Foreword for this book....The initial goal was to gather indigenous educational leaders together for a forum focused on sharing knowledge and best practices for the native children from various indigenous groups from throughout the world....Like many of our ancestors were in their lifetimes, the educators at this gathering represented the ones who assumed their responsibilities to care for the next seven generations. They are the ones who, throughout their lives, have fought the tough battles to perpetuate traditional native knowledge and to develop education that develops indigenous youth into whole human beings....I believe this compilation of their collective wisdom about creating meaningful knowledge will make a difference....Through this book, we hope that we will leave even better paths to education for the generations yet to come."—Valorie JohnsonFrom the "Foreword""Indigenous Educational Models for Contemporary Practice: In Our Mother's Voice gives meaning to Article 15 of the United Nation's Draft Declaration of Indigenous People's Rights. The Declaration proclaims, 'Indigenous children have the right to all levels and forms of education of the State. All indigenous peoples also have this right and the right to establish and control their educational systems and institutions providing education in their own languages, in a manner appropriate to their cultural methods of teaching and learning.' The legacy of colonialism and genocide has made it difficult to fulfill this right. Many educational traditions and practices have been lost or only remain in the memories of survivors of the indigenous people's holocaust. This book restores this educational legacy and adapts it to the reality of the global economy and culture. Further, it does more than recapture a lost past. The educational models included in this volume affirm the vitality of these traditions and their adaptability to contemporary times....It is my hope that the educational models described in this book will help put students, teachers, and the world on the path to harmony and hope."—Joel SpringFrom the "Note From the Editor of the Series""The purpose of this book is to create a space for the sharing of conversations and for the learning of both truth and wisdom through the ideas of fourteen Native educators from around the globe....Here, these remarkable teachers explore ways to enhance and apply a broader, more inclusive body of knowledge that links the 'best thinking' (theory and inquiry) on Native education with the 'best practices' (leadership, teaching, and learning) across diverse, Native communities. What we learn from these leaders is that our thinking and our work must be community-based and must facilitate the connection of schools, families, and children as we work across cultures to improve Native education. In addition, we learn that we must fashion a comprehensive curriculum that serves the academic, cultural, spiritual, and physical needs of Native children and youth. Finally, the learning experiences in this curriculum must be rooted in social action, which seeks to transform our current educational system, one that has for so long silenced Native peoples. This book begins the work of breaking that silence."—Maenette Kape'ahiokalani Padekene BenhamFrom the PrefaceTable of ContentsContents: J. Spring, From the Series Editor. V. Johnson, Foreword. Preface. M.K.P. Benham, J.E. Cooper, Gathering Together to Travel to the Source: A Vision for a Language and Culture-Based Educational Model. OUR DIFFERENT PATHS TO THE SOURCE:^R Transitions I: Path to a Native Epistemology--The Lightning Tree.K. Cherrington, Building a Child-Centered Model: "An Indigenous Model Must Look to the Future." J. Armstrong, A Holistic Education, Teachings From the Dance-House: "We Cannot Afford to Lose One Native Child." L. Aranga-Low, Grounding Vision on the Three Baskets of Knowledge: "Kia ora ai te iwi Maori." Transition II: Path to Native Language and Cultural Revitalization: "Everything You Need to Know Is in the Language."S. Keahi, Advocating for a Stimulating and Language-Based Education: "If You Don't Learn Your Language Where Can You Go Home To?" D. Kipp, A Commitment to Language-Based Education: "Among the Gifts We Can Give Our Children Is Our Cultural Traditions." K. Silva, Revitalizing Culture and Language: "Returning to the 'Aina." G. Kiernan, Building an Indigenous Language Center: "The Children Have the Right to Learn Their Language." Transitions: Path to the Spirit. Transition III: Path to the Spirit: "We Are Walking in a Sacred Manner."S. Suina, Linking Native People Around the Spirituality of All Life: "The Gifts of Our Grandmothers and Grandfathers." G. Gollnick, Creating a Ceremony: "Nature's Model From the Longhouse People." Transitions: Path to Community. Transition IV: Path to Community: "We Want to Remain the Person That Stops and Cares for the Grandparent."L.A. Napier, Building Linkages Across the Community: "To Take Action, Takes Great Courage and Strength." P. Johnson, Envisioning a Community-Centered Education: "We Do Not Own Our Children We Must Honor Them in All Ways." M. Wright, The Circle We Call Community: "As a Community, You All Have to Pull Together." S. Wetere-Bryant, Educational Empowerment for Maori People: "We Are on the Right Path. We Are on the Right Dreaming." R. Medcraft, Locating Global Learning Centers: "With the United Forces of Us All." B. Medicine, Afterword. J. Garcia, Appendix A: Exemplary Native Educational Programs in the United States. Resources for Native Educators. Appendix B: Resources for Native Educators.

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Book SynopsisSchool violence is a burning issue these days. This book provides an in-depth analysis of violence prevention programs and an assessment of their effectiveness, using data from observations, individual interviews, and focus groups, as well as published data from the schools. It is distinguished by its focus on the cultural and structural context of school violence and violence prevention efforts. Where most other researchers use quantitative measures, such as surveys, to assess the effectiveness of violence prevention programs, the authors of this book use qualitative research and ethnography to study the environment where such programs take place. Thus, this work--one of only a few ethnographic studies of violence prevention programs in schools--links previous quantitative research on the topic and critical ethnography. Preventing Violence in Schools: A Challenge to American Democracy: *includes voices of school students, accused of practicing violence, who have beenTrade Review"This book provides and in-depth analysis of violence prevention programs and an assessment of their effectiveness, using data from observations, individual interviews, and focus groups, as well as published data from the schools. It is distinguished by its focus on the cultural and structural context of school violence and violence prevention efforts. Where most other researchers use quantitative measures, such as surveys, to assess the effectiveness of violence prevention programs, the authors of this book use qualitative research and ethnography to study the environment where such programs take place. Thus, this work-one of only a few ethnographic studies of violence prevention programs in schools-links previous quantitative research on the topic and critical ethnography."—AdolescenceTable of ContentsContents: Preface. J.N. Burstyn, Violence and Its Prevention: A Challenge for Schools. Part I: The Social Context of Violence in Schools.R. Casella, What Is Violent About "School Violence?" The Nature of Violence in a City High School. K.M. Williams, The Importance of Ethnography in Understanding Violence in Schools. G. Bender, Resisting Dominance? The Study of a Marginalized Masculinity and Its Construction Within High School Walls. H.W. Gordon, Someone Is Screaming: A Short Story. J.N. Burstyn, Account of an Interview With the Author. K.M. Williams, "Frontin' It": Schooling, Violence, and Relationships in the Hood. K.V. Luschen, Interrupting "Good" Girliness: Sexuality, Education, and the Prevention of Violence Against Women. Part II: Appraising Strategies to Counter School Violence.J.N. Burstyn, R. Stevens, Involving the Whole School in Violence Prevention. R. Casella, The Cultural Foundations of Peer Mediation: Beyond a Behaviorist Model of Urban School Conflict. R. Stevens, Peer Mediation: An Examination of a School District's Training Program for Educators. K.M. Williams, What Derails Peer Mediation? D.P. Guerra, J.N. Burstyn, Reaching Troubled Teens Through a Literacy Tutoring Project. J.N. Burstyn, The Challenge for Schools: To Prevent Violence While Nurturing Democracy.

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Book SynopsisThis volume illuminates the most pressing challenges faced by urban schools, teachers, teacher candidates, and teacher training programs and offers a range of insights and possibilities for urban teacher education and teaching. Covering issues spanning the broadly theoretical to the urgently practical, it goes beyond the traditional discourses in teacher education to focus on diversity, social justice, democratic schooling, and community building. What emerges is an emphatic message of hope for those committed to the ongoing project of improving urban teacher education and working in urban settings. Contributors from Canada, the United States, and the Caribbean bring rich and divergent knowledges, perspectives, and cultural experiences to their discussion of the three central themes around which the book is organized:â the conceptual framing of key issues in urban schooling;â pre-service teacher preparation for urban transformation; and â culturally relevant pedagogy and advocacy in urban settings.This book is intended for all students, practitioners, and researchers involved in urban education. It is appropriate as a text for student teaching and field experience seminars, and for courses dealing with social issues, educational policy, curriculum development, and multicultural teacher education.Table of ContentsContents: P.C. Murrell, Jr., Foreword. Preface. R.P. Solomon, D.N.R. Sekayi, Introduction. Part I:Theoretical and Conceptual Framing of Urban Schooling. Introduction to Part I. S. James-Wilson,Using Representation to Conceptualize a Social Justice Approach to Urban Teacher Preparation. B-J. Daniel,Developing Educational Collectives and Networks: Moving Beyond the Boundaries of “Community” in Urban Education. L. Weiner,Gender, Power, and Accountability in Urban Teacher Education: Tensions of Women Working With Women. Part II:Pre-Service Teacher Preparation for Urban Transformation. Introduction to Part II. R.P. Solomon, R.K. Manoukian, J. Clarke, Pre-Service Teachers as Border-Crossers: Linking Urban Schools and Communities Through Service Learning. H. Smaller,Moving Beyond Institutional Boundaries in Inner-City Teacher Education. P.A. Young,Thinking Outside the Box: Fostering Racial & Ethnic Discourses in Urban Teacher Education. C.H. Gentles,Critical Pedagogy and Authoritarian Culture: Challenges of Jamaican Migrant Teachers in American Urban Schools. H. Evans, J. Tucker,Confronting Post-Colonial Legacies Through Pre-Service Teacher Education: The Case of Jamaica. Part III:Culturally Relevant Pedagogy and Advocacy in Urban Settings. Introduction to Part III. D.N.R. Sekayi, Student Resistance to Culturally Irrelevant Curriculum and Pedagogy: The Role of Critical Consciousness. R. Minott-Bent, Integrating Computer-Facilitated Learning in Urban Schools: The Challenges to a Pre-Service Teacher. W. Brooks,The Literary Voices of Urban Adolescents: Multi-Factor Influences on Textual Interpretations. R.P. Solomon, A.M.A. Allen, A. Campbell,The Politics of Advocacy, Strategies for Change: Diversity and Social Justice Pedagogy in Urban Schools. C. Reid,The Confluence of Teacher Education and Inner-City Activism: A Reciprocal Possibility.

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Book SynopsisThis volume—a major new contribution to Joel Spring’s reportage and analysis of the intersection of global forces and education—offers a new paradigm for global school systems. Education for global economic competition is the prevailing goal of most national school systems. Spring argues that recent international studies by economists, social psychologists, and others on the social factors that support subjective well-being and longevity should serve as a call to arms to change education policy; the current industrial-consumer paradigm is not supportive of either happiness or long life. Building his argument through an original documentation, synthesis, and critique of prevailing global economic goals for schools and research on social conditions that support happiness and long life, Spring: *develops guidelines for a global core curriculum, methods of instruction, and school organizations; *translates these guidelines into a new paradigm for globTrade Review“A terrific book – both soundly researched and highly original. It should be widely used in courses on curriculum, social studies, policy studies, peace studies, philosophy of education, and many other sub-disciplines.” —Stanford University (Emerita)“I like the balance in Spring’s work between trenchant analysis of existing social, political, and cultural conditions in education, and creative, positive recommendations for ameliorating those conditions through education. He well understands the ideological and political underpinnings of educational practice, but has not given up hope for forms of practice that are more equitable, just, and fair.... The primary value of this book will be in provoking an international debate on the very possibility of a globalized curriculum and what might be involved in it. I believe this is the leading edge question in curriculum today, and across the humanities and social sciences generally.” —University of Alberta“[Spring’s] proposal for a global school system based on the goal of maximizing happiness and longevity along with customization at the local level is, undoubtedly, one of the most original theses I have come across in the field of education.” —Center for Research in Pedagogy and Practice, SingaporeTable of ContentsContents: Goals for a Global School System. Basic Educational Principles for a Long Life and Happiness. A New Paradigm for a Global Curriculum. Ways of Seeing and a Global Core Curriculum. A Prototype for a Global School: Humanity Flag Certification. Humanity: A Prototype Textbook for a Global Core Curriculum. Conclusion: Koyaanisqatsi: Life Out of Balance.

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Book SynopsisReconceptualizing Curriculum, Literacy, and Learning for School-Age Mothers offers a portrait of classroom literacy practices and learning opportunities that are provided for school-age mothers in two different schools. Through a series of case studies of school sites, teachers, and students, this book presents evidence of how these at-risk students use literacy in complex ways in the classroom and in their everyday lives. Attuned to the struggle for school-age mothersâ access to meaningful and challenging curriculum in public schools, as well as to the relative dearth of scholarly research on the topic, this volume demonstrates how educators can rethink the issue of schooling for this population of students.Table of ContentsForeword by David SchaafsmaIntroduction: The Education of School-age Mothers in the United States Public Noise around School-Age Motherhood Curriculum, Literacy and Learning for School-Age Mothers Reading with Their Bodies: Motherhood as a Reader Stance Rhetoric of the Future: Writing as a Site for Identity-Making More Than Mothers: Classroom Talk and the Negotiation of Relationships Schooling School-Age Mothers: Motherhood as a Curricular Theme A New Vision for the Education of School-Age Mothers

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Book SynopsisHow self-directed democratic schooling builds fulfilling lives and can lead the way back to a civilized society Education is ripe for democratic disruption. Students in most schools are denied fundamental social ideals such as personal freedom, public government, rule of law, and free enterprise. In our increasingly authoritarian post-truth world, self-directed democratic schooling offers a timely alternative: educating children in civilized society and showing that self-motivation outperforms coercion in its power to educate and fulfill. When Kids Rule the School is the first comprehensive guide to democratic schooling, where kids practice life in a self-governed societyempowered as voters, bound by laws, challenged by choice, supported by community, and driven by nature. Through heartwarming stories and hard-headed details, this book covers: Democratic schooling philosophy, theory, and practice School governance by Table of ContentsStoriesPrologue: Taming the WildIntroduction Part One: Self-directed Democratic Schools1. What's a Democratic School? Small-scale Democracy Sudbury Schools Summerhill School Integral Education Free Schools 2. The Circle School Scaled-down World Foundation Principles Part Two: A Case for Democratic Schooling 3. Integral Education: An Emerging Era Traditional to Modern to Integral Fill a Bucket, Light a Fire, Fan a Flame The Radical Difference 4. Democratic Schools: A Better Fit Aligning School with Society's Ideals Alignments Within the School Aligning School with Children's Lives Bliss It Isn't Human Development and Democratic Schooling And Finally There's This 5. Seven Ideas Democratic Schooling in a Nutshell Community: Less Obvious, More Important? Intrinsic Motivation and Autonomy Optimal Challenge: Children Reaching Higher Embodied Cognition and Deep Learning Coercive Curriculum Harms Children Practicing Life Part Three: Thinking about Thinking 6. How and What Do They Learn? Worldviews, Culture Wars, Concerts, and Railroads Expanding the Scope of Education in School Old Ways Integral Learning Patterns Enabled by Democratic Schooling 7. Critical Thinking Capable Cognition Provocations Culture of Critical Thinking Deep Play and Critical Thinking Critical Thinking in Perspective Part Four: In Practice 8. Jargon School Meeting Ends We Seek School Meeting Committees School Meeting Officials Corporations Certification Lawbook Judicial Committee Board of Trustees 9. A Typical Day? Walking Tour Bulletin Board Room Reservations Daily Schedule What You See and What You Don't 10. School Government Elections School Meeting Corporations Staff Management Manual Laws Enforcement and Empowerment Judicial Committee Formal Governance Legal Structure 11. The Chore System 12. Safety, Safety, Safety Standards Laws Safety Practices 13. Moving On: College and the World High School Diplomas College Admissions Not Going College and Degrees Part Five: Frequently Asked Questions Basics Curriculum Assessment and Reporting to Parents Getting into a Democratic School Epilogue: Seeking InfinityAcknowledgmentsAppendix A: Management Manual Table of Contents Appendix B: The Circle School Corporation BylawsAppendix C: Colleges Attended by Circle School GraduatesIndexAbout the AuthorA Note about the Publisher

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Book SynopsisTo get the full Being With Our Feelings experience, this book can be purchased alongside the guidebook. All books can be purchased together as a set, Being With Our Feelings: Guidebook and Four Storybooks Set, 978-0-367-77231-4.This colourful, engaging, gender neutral story, introduces the reader to a child overwhelmed with all of life's choices. Should they sit with their friends or befriend someone new? Should they share what they know or keep it to themselves? Should they listen to their heart or follow the crowd?Written with honesty and a clear youth voice, I Just Can't Decide!: looks at the challenge of making choices champions the courage to make your own choices promotes listening to your heart, intuition and body, in addition to your mind teaches children about conscious behaviour and self-reflection explores ideas of integrity, valuTrade Review‘Immensely appealing…’ Adrian Bethune, Author of Wellbeing In The Primary Classroom, Education Policy Co-Lead at The Mindfulness Initiative, Teacher and founder of Teachappy. ‘Vivid illustrations and wonderful poetry’ Adrian Bethune, Author of Wellbeing In The Primary Classroom, Education Policy Co-Lead at The Mindfulness Initiative, Teacher and founder of Teachappy. ‘I love these books! The stories and illustrations are just beautiful.’ Penny Whelan, SENCO, Luton. ‘Beautifully illustrated.’ Andrew Cowley, Wellbeing Speaker and Writer, author of ‘The Wellbeing Toolkit’ and ‘The Wellbeing Curriculum’. ‘The Red String…will resonate with any young person who has felt a build up of emotion.’ Andrew Cowley, Wellbeing Speaker and Writer, author of ‘The Wellbeing Toolkit’ and ‘The Wellbeing Curriculum’. ‘Written with a strong youth voice element running through.’ Sharon Mee, Creativity and Wellbeing in Education Developer, CEO and Founder of Artpod and Melting Pot - Arts and Wellbeing in Education, Sussex and South East. ‘Unique and very honest.’ Sharon Mee, Creativity and Wellbeing in Education Developer, CEO and Founder of Artpod and Melting Pot - Arts and Wellbeing in Education, Sussex and South East. ‘Love the gender neutral characters…Fabulous!’ Gaynor Price, SEMH Advisory Teacher, City of Birmingham School. Table of ContentsI Just Can’t Decide!: Exploring the Challenge of Making Choices

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Book SynopsisTo get the full Being With Our Feelings experience, this book can be purchased alongside the guidebook. All books can be purchased together as a set, Being With Our Feelings: Guidebook and Four Storybooks Set, 978-0-367-77231-4.Using a red string as a metaphor for the energy of strong feelings, this beautifully written storybook is a journey of the physical sensations of anger as it runs through the characterâs body - making them want to punch as it gets into their arms, kick and stomp as it travels down their legs and scream out hateful things as it wraps itself around their heart.Full of relatable and easy to understand scenarios, The Red String: has a gender neutral central character helps children to identify powerful feelings like anger and recognise their possible effects introduces the strategy of allowing the energy of strong feelings to âdanceâ in our body, instead of letting them control our thoughts and behaviour enables children to begin to accept strong feelings such as anger, without shame or judgment ends with a mindful reflection, to help children explore and be with their feelings. Strong feelings can be overwhelming and consuming. This book is essential reading for teachers, parents, or anyone working with young people who wishes to help children understand, embrace and cope with powerful feelings such as anger, in a healthy way.Trade Review‘Immensely appealing…’ Adrian Bethune, Author of Wellbeing In The Primary Classroom, Education Policy Co-Lead at The Mindfulness Initiative, Teacher and founder of Teachappy.‘Vivid illustrations and wonderful poetry’ Adrian Bethune, Author of Wellbeing In The Primary Classroom, Education Policy Co-Lead at The Mindfulness Initiative, Teacher and founder of Teachappy.‘I love these books! The stories and illustrations are just beautiful.’ Penny Whelan, SENCO, Luton.‘Beautifully illustrated.’ Andrew Cowley, Wellbeing Speaker and Writer, author of ‘The Wellbeing Toolkit’ and ‘The Wellbeing Curriculum’.‘The Red String…will resonate with any young person who has felt a build up of emotion.’ Andrew Cowley, Wellbeing Speaker and Writer, author of ‘The Wellbeing Toolkit’ and ‘The Wellbeing Curriculum’.‘Written with a strong youth voice element running through.’ Sharon Mee, Creativity and Wellbeing in Education Developer, CEO and Founder of Artpod and Melting Pot - Arts and Wellbeing in Education, Sussex and South East. ‘Unique and very honest.’ Sharon Mee, Creativity and Wellbeing in Education Developer, CEO and Founder of Artpod and Melting Pot - Arts and Wellbeing in Education, Sussex and South East.‘Love the gender neutral characters…Fabulous!’ Gaynor Price, SEMH Advisory Teacher, City of Birmingham School.Table of ContentsThe Red String: Exploring the Energy of Anger and Other Strong Emotions

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Book SynopsisOne of the five books in the Mental Health and Wellbeing Teacher Toolkit, this practical resource focuses on the topic of âSkills for Learningâ. The book offers research-driven, practical strategies, resources and lesson plans to support educators and health professionals. This is a resource book for practitioners looking to have a positive impact on the mental health and wellbeing of the children and young people in their care; both now and in the future. Chapters span key topics including Metacognition, Learning Dimensions, Problem Solving and Cognitive Strategies. A complete toolkit for teachers and counsellors, this book offers: â Easy to follow and flexible lesson plans that can be adapted and personalised for use in lessons or smaller groups or 1:1 work â Resources that are linked to the PSHE and Wellbeing curriculum for KS1, KS2 and KS3 â New research, âCircles for Learningâ, where the introduction of baby observation into the classroom by a teacheTable of ContentsMetacognition Thinking about Thinking Planning our Project Monitoring our Learning Reviewing our Work Learning DimensionsCuriosity: A wish to know and find out and dig beneath the surface. Exploring Questions Part 1 Exploring Questions Part 2 Exploring Questions Part 3 The Why Ladder Risk Friendly Climate New Words Changing and Learning: A sense of getting better at learning over time and of growing and changing and adapting as a learner in the whole of life Milestones Different Ways of Learning My Learning Toolkit/What are my Learning Strategies Look what I Can do Now! Learning Relationships: Learning with and from others, and also being able to manage without them. Create an Advert to Celebrate Who You Are. The Build A Brain Team Challenge What is Team Work Skills for Collaboration Constructive Feedback Meaning Making: Making connections and seeing that learning matters to me. Before Baby Arrives Lets Relax Thinking Chains Everything That Had To Happen to Make This. Strategic Awareness: A sense of myself as someone who learns and changes over time. What is Learning? My Learning Strategies The Emotions of Learning Performance and My Learning Zone Resilience: The ability to keep going to develop my own learning, to stick it out and get what I want and need to keep growing and learning. What is Resilience? Resilience and Persistence Be Your Own Life Coach Stress Management Self-Talk The Best Mistake I Ever Made Creativity: Risk taking, playfulness, imagination and intuition. My Little Book of Ideas Think Up A Storm Ready Steady Make a Game Good Luck Bad Luck Problem Solving Problem Solving Part 1 Problem Solving Part 2 Problem Solving Part 3 What Should I do? Cognitive Strategies Memorisation Mind Maps Revision

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Book SynopsisOne of the five books in the Mental Health and Wellbeing Toolkit, this practical resource is designed to help young children understand how the brain affects ways we see and interpret the world. The book offers research-driven, practical strategies, resources and lesson plans to support educators and health professionals. Key sections include âHow the brain developsâ; âDealing with the inner criticâ and âStrategies that can help us manage strong emotionsâ.A Complete toolkit for teachers and councillors, this book offers: Easy to follow, and flexible, lesson plans that can be adapted and personalised for use in lessons or smaller groups or 1:1 work Resources that are linked to the PSHE and Wellbeing curriculum for KS1, KS2 and KS3 New research, âCircles for Learningâ, where the introduction of baby observation into the classroom by a teacher is used to understand and develop self-awareness, skills for learning, reTable of ContentsChapter 1 Development of the Brain Chapter 2 How the Brain Works Chapter 3 The Brain and Learning Chapter 4 The Brain and Emotions Chapter 5 How the Brain can Influence our Behaviour Bibliography

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Book SynopsisFrom grassroots campaigns and activism to top-down initiatives for and against curricular reform, this open access book investigates the movement to integrate LGBTQ+ history into high school history courses in the USA. Stacie Brensilver Berman charts the development of the movement from the founding of the Gay, Lesbian and Straight Education Network (GLSEN) and the passing of the Fair, Accurate, Inclusive, and Respectful (FAIR) Education Act in California, to the resurgence of conservative thought after the 2016 election. Based on 13 interviews with high school teachers about integrating LGBTQ+ history in their classes, the author reveals the challenges inherent to K-12 curricular reform amid the reluctance of a conservative nation and many of its school systems to consider an alternative vision. The book offers the first detailed portrait of a prophetic minority of educators and activists championing a more inclusive and accurate vision of American history. The book includes a ForeworTrade ReviewNo topic is a more contentious curriculum issue than the subject of this book. Stacie Brensilver Berman brings to it fairness thorough research, and readability. An original and timely book. * Stephen J. Thornton, Professor of Social Studies Education, University of South Florida, USA *By narrating thirty years of challenges and triumphs in LGBTQ-inclusive history education policy and practice, Brensilver Berman also provides astute analysis to guide the future. As momentum builds for states supporting such education while others seek to legislate its outright ban, this is a timely book for us all. * Don Romesburg, Professor of Women's and Gender Studies, Sonoma State University, USA *Table of ContentsList of Figures Preface Foreword, Blanche Wiesen Cook and Robert Cohen Acknowledgements List of Abbreviations Introduction 1. Making History: The LGBTQ+ Movement’s Evolving Struggle for Acknowledgement and Inclusivity 2. Building a Model: LGBTQ+ History and Higher Education 3. Expanding Awareness: LGBTQ+ Content in Students’ Lives 4. Creating Community: LGBTQ+ Content in Social Studies Classes 5. Two Steps Forward: LGBTQ+ History Resources and the Obstacles They Face 6. The FAIR Act: A Legislative Victory for LGBTQ+ History Education 7. Victory Deferred?: Implementing LGBTQ+ Curriculum Laws 8. Compelled to Act: Teachers Who Include LGBTQ+ History 9. Innovations at the Grassroots Level: LGBTQ+ History in High School Classroom Instruction 10. Impact at the Grassroots: Challenges and Rewards in Teaching LGBTQ+ History Conclusion Bibliography Appendix A: List of Teacher Interviews Appendix B: List of Activist and Scholar Interviews Appendix C: Online Resources for Teaching LGBTQ History Index

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Book SynopsisThis book introduces students to education as a vehicle for social change. Douglas Bourn begins by providing historical context of how education has been linked to social change around the world and moves on, in the second section of the book, to discuss potential theoretical and conceptual frameworks for thinking about education for social change. The third sections covers how social change has been explored and promoted within different areas of learning, including schooling, youth work and higher education. The fourth section looks at the opportunities and challenges for promoting education for social change and reviews current international initiatives including those of global citizenship and climate change. Key theorists are introduced throughout the book including bell hooks, Dewey, Giroux, Gramsci, and Freire. Each chapter begins with an opening question and ends with bulleted concluding points, questions for discussion and a further reading list. The book includes a forewordTrade ReviewThere is growing awareness of the need for constructive social change. Education could play a major role, but what it was missing, is now offered by this must-read book: A pedagogy of global social justice that would empower teachers, academics, and civil society organizations across diverse settings. * Namrata Sharma, Adjunct Professor of Education, State University of New York, USA *In his inspiring book Doug Bourn engages academics and practitioners with the ongoing debate over interpretations of social change approaches. His pedagogy of global social justice demonstrates in a hard-hitting, insightful and heartening way that a more just and sustainable world is possible through education. * Massimiliano Tarozzi, Full Professor, University of Bologna, Italy *With this book, Douglas Bourn makes a valuable contribution to the burgeoning field of global justice and education. By pulling together a range of traditions within the social reconstructionist camp, this work provides an expansive view of the democratic purposes of schooling. Highly readable, this timely scholarship promises to strengthen the relationship between schools and contemporary world issues. * John Myers, Associate Professor of Social Science Education, Florida State University, USA *Table of ContentsList of Figures Foreword, Tania Ramalho (State University of New York, USA) Acknowledgements List of Abbreviations Introduction 1. Changing Role and Relationship of Education to Societal Change 2. Education for a Democratic Society 3. Education for Liberation 4. Education for Socialism and a New Society 5. Education for a Global Society 6. Pedagogy for Global Social Justice 7. Education for Transformation, Sustainable Future and Being Global Citizens 8. Teachers as Agents of Social Change 9. Global Youth Work and Young People as Social Activists 10. The Role of the Academic Tutor 11. Civil Society Organisations as Agents for Change 12. International Organisations, UNESCO, Earth Charter and Putting the Sustainable Development Goals into Practice Conclusion References Index

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Book SynopsisTo stop the downward spiral of intensifying environmental violence that inevitably leads to social violence we, as humans, need to better understand what is at stake and to determine how to make changes at the root levels. Ecopedagogy is centered on understanding the struggles of and connections between human acts of environmental and social violence. Greg W. Misiaszek argues that ecopedagogies grounded in critical, Freirean pedagogies construct learning that leads to human actions geared towards increased social and environmental justice and planetary sustainability. Throughout the book he discusses the need for teaching, reading, and researching through problematizing the causes of socio-environmental violence, including oppressive processes of globalization and constructs of development, economics, and citizenship, to name a few, that emerge from socio-historical oppressions (e.g., colonialization, racism, patriarchy, neoliberalism, xenophobia, epistemicide) and dominance over the rTrade ReviewThis thoughtful book poses inconvenient and uncomfortable questions to neoliberal development models and provides critical thinking to read the “World” as part of the “Earth”. Ecopedagogy reinvents environmental education and sustainable development to be more effective in achieving global social justice and planetary environmental justice. Greg Misiaszek takes readers – scholars, students and educators – on a journey based on Freire’s later writing and critical pedagogy exploring the need of a paradigm shift in the environmental pedagogies, challenging us to rethink sustainable development and to critically deconstruct SDGs. * Massimiliano Tarozzi, Co-director of the Development Education Research Centre, UCL Institute of Education, UK and Professor of Education, University of Bologna, Italy *Ecopedagogy is an important contribution to critical studies in education. * International Review of Education *Table of ContentsList of Figures Acknowledgements Introduction Part I: Introduction to Ecopedagogy 1. Ecopedagogy: An Introduction 2. Ecopedagogical Literacy: Reading the World within Earth Part II: Foundations of Ecopedagogy 3. Freirean Reinventions: Ecopedagogy 4. Teaching for Ecopedagogical Praxis: Theories, Disciplines, and Positionalities Part III:Teaching Ecopedagogical Reading 5. Reading Through Diverse Epistemologies and Methodologies 6. Reading Through Citizenships: “Development,” “Livelihood,” and “Sustainability” Part IV: Conclusion: Ecopedagogical Possibilities and Challenges 7. Limit situations of Ecopedagogies: Post-Truthism and the Sustainable Development Goals (SDGs) References Index

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Book SynopsisWritten by leading scholars and activists from Brazil, Chile, Greece, Italy, Malta, the UK, and the USA, this book shows how vitally important education is in addressing the complex social and political problems which have been exacerbated by the coronavirus pandemic. The growing protest and demonstrations worldwide, including the Black Lives Matter and environmental movements, have served as platforms to unmask the embedded racism, sexism, classism, and discrimination which are rooted in neo-colonial forms of exploitation. People are recognizing the intensification of the genocide of black youth, indigenous peoples, peasants and traditional communities in the global ghettos. The rising level of conscientization reached through these protests and demonstrations makes it clear that critical educators must refuse the return to neoliberal normality after pandemic. The chapters cover the tensions and contradictions that fuel debates in education concerning social distancing, collective illTrade ReviewCOVID is a virus caused by the larger virus of worldwide unmitigated greed and inequality run amok. This book eloquently shows that our only hope is curing the larger disease. * James Paul Gee, Mary Lou Fulton Presidential Professor of Literacy Studies and Regents Professor, Arizona State University, USA *The pandemic is not just an event; it is also a lens exposing long-standing injustices, and anyone thinking about life post-Covid must read Education, Equality, and Justice in the New Normal. This fascinating collection of essays rejects the dehumanization of the old normal under capitalism, challenging us to claim a new normal that embraces life and the wellbeing of the planet. Indeed, authors show how the pandemic has catalyzed radical grassroots work toward a humane and life-affirming future. * Christine Sleeter, Professor Emerita, California State University, Monterey Bay, USA *Table of ContentsList of Illustrations Notes on Contributors Foreword Antonia Darder (Loyola Marymount University, USA) 1. Moving Beyond the Slow Death of Neoliberalism to a Life-Centered Education: An Introduction, Inny Accioly (Fluminense Federal University, Brazil) and Donaldo Macedo (University of Massachusetts Boston, USA) 2. Chomsky on Trump’s Disastrous Coronavirus Response, Bernie Sanders and What Gives Him Hope, Amy Goodman (Democracy Now!) and Noam Chomsky (University of Arizona, USA) 3. Militarization in a Time of Pandemic Crisis, Henry A. Giroux (McMaster University, Canada) and Ourania Filippakou (University College London, UK) 4. The “New Normal’ in Education is Ultra-Neoliberal: In Defense of the Strategy that Breaks with the Time Continuum, Roberto Leher (Federal University of Rio de Janeiro, Brazil) 5. Xenophobic Europe: Racist Policy towards Refugees, Georgios Tsiakalos, Stavros Malichudis, and Iliana Papangeli (University of Thessaloniki, Greece) 6. Coronavirus Pandemic and the ‘Refoulment’ of Refugees and Asylum Seekers, Sheila L. Macrine (University of Massachusetts Dartmouth, USA) 7. Neoliberal Recrudescence Versus Radical Transformation of the Reality in Italy: What and Why Must We Learn from the Coronavirus Pandemic? Paolo Vittoria (Federico II University of Naples, Italy) and Mariateresa Muraca (Pará State University, Brazil) 8. The Lost Generation? Educational Contingency in Viral Times: Malta and Beyond, Carmel Borg and Peter Mayo (University of Malta, Malta) 9. Lessons from Teacher Organizing: Disputing the Meaning of Teaching and Teachers’ Work during the Coronavirus Pandemic in Chile, M. Beatriz Fernández and Ivan Salinas Barrios (University of Chile, Chile) and Andrea Lira (University of Magallanes, Chile) 10. Environmental Education: For a Critical Renovation alongside the Traditional Peoples Carlos Frederico B. Loureiro (Federal University of Rio de Janeiro, Brazil) 11. Resisting and Re-Existing on Earth: Politics for Hope and ‘Buen Vivir’, Luiz Katu (Indigenous Peoples Articulation of the State of Rio Grande do Norte, Brazil), Celso Sánchez (Federal University of the State of Rio de Janeiro, Brazil) and Daniel Renaud Camargo (Federal University of Rio de Janeiro, Brazil) Afterword, Inny Accioly (Fluminense Federal University, Brazil) and Donaldo Macedo (University of Massachusetts Boston, USA)

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Book SynopsisBernd Herzogenrath is Professor of American Studies at the University of Frankfurt, Germany.Trade ReviewCan academic writing ‘unwrite itself’? Redirect itself toward infusing ‘the Academy’ with forms of writing that aim to disrupt its usual forms of critique and communicative accessibility? This collection introduces a welter of unfamiliar forces into the wording of thought, strategies that inspire to seed a 'bomb' of differences. * jan jagodzinski, Professor of Visual Art and Media Education, University of Alberta, Canada *This book aims to put the heat back in academic writing and unfreeze it from the rigour mortis it has suffered from for years. It is heart-warming to add this to my collection of books that will help free us from the tyrannies of dry, stale and crusty academic writing. * Mark Ingham, Reader in Critical and Nomadic Pedagogies, National Teaching Fellow and UAL Senior Teaching Scholar, University of the Arts London, UK *Table of ContentsIntroduction: The Thing That Wouldn’t Die, Bernd Herzogenrath (University of Frankfurt, Germany) 1. The Structure and System of Academic Writing, Levi R. Bryant (Collin College, USA) 2. Walking on Sunshine, Jessie Beier & Jason Wallin (University of Alberta, Canada) 3. Science Fictioning Devices, David Burrows (Slade School of Fine Art, University College London, UK) and Simon O’Sullivan (Goldsmiths College, University of London, UK) 4. Mythoplasia and Fictioning in Academic Practice: “Writing, Other”, Liana Psarologaki (University of Suffolk, UK) 5. [Fill in the Blank], Kalani Michell (University of California, USA) 6. How can one be Farocki?, Rembert Hüser (University of Frankfurt, Germany) 7. Step 2 Hearing: “The Parties Agree to Use Their Best Efforts”. A Dramatic Academic Work, Jennifer Hayashida (USA) 8. Writing the Unwritable: Unraveling Worlds, Julie Vulcan (Australia) 9. Writing In Between, Anna Gibbs (Western Sydney University, Australia) 10. Unwriting for the Anthropocene: Looking at the Disaster from the Inside…, David R. Cole (Western Sydney University, Australia) 11. La Mise en Abyme: Placing “Academic Writing” in Scare Quotes, Mick Wilson (University of Gothenburg, Sweden) 12. Abstract Academic Expressionism: an Alternative Aesthetics, Anne Pirrie (University of the West of Scotland, UK) 13. Affective Academic Writing, Bernd Herzogenrath (University of Frankfurt, Germany) 14. Write to Life, Erin Manning (Concordia University, Canada) Index

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Book SynopsisThis book explores how education can be used as a tool to promote sustainability practices as the world faces huge challenges related to climate change and public health. The chapters consider all types of literacy approaches that fall under the umbrella of Education for Sustainable Development (ESD). These approaches include scientific literacy, ecological literacy, health literacy, education on climate change and climate resilience, environmental education and others linking education, global health, and the environment more broadly. Education is used in the widest sense to incorporate non-formal, informal and formal/school settings. This volume will help to bring these interconnected areas together and interrogate their research methods, assumptions, field-based application and their policy potential. Taking a critical approach to ESD, the book suggests new pedagogies, tools, and technologies to strengthen the way we educate about sustainability issues and go beyond the current thinTrade ReviewThis overarching goal of meaningfully invoking an intersectoral approach to studying Education for Sustainable Development permeates this volume from beginning to end! The diverse collective of authors across the field make this a must-read for practitioners, researchers and policymakers who aim to make meaningful steps forward in ESD work! * Matthew A Witenstein, Assistant Professor, University of Dayton, Dayton, Ohio, US *Table of ContentsForeword, Jeffrey Sachs (Columbia University, USA) Introduction: Education for Sustainable Development as a Field 1. The Status of Education for the Sustainable Development and the Sustainable Development Goals, Radhika Iyengar (Columbia University, USA) and Ozge Karadag Caman (Columbia University, USA) Part I: Key Approaches/Tools for Education for Sustainable Development and Environmental Education 2. Citizen-Science to Educate and Empower a Community Exposed to a Toxicant: A Case Study Concerning Well-water Fluoride in Alirajpur District of Madhya Pradesh, India, Radhika Iyengar, Lex van Geen, Charlotte Marie Munson, (Columbia University, USA) 3. Lifelong Learning for All: Lessons from the Columbia Climate School, Cassie Xu (Columbia University, USA) 4. Spaces for Youth Perspectives through Communication and Arts for Education for Sustainable Development, Haein Shin (Columbia University, USA) 5. Action for A Sustainable Future: The Key Role of Civic Education, Tara Stafford Ocansey (Columbia University, USA) 6. Building Child-Focused Community Resilience Utilizing A Community-based, Multi-modal Educational Approach, Jeffrey Schlegelmilch and Jonathan Sury (Columbia University, USA) 7. Building Cross-Sectoral Education Programs for Sustainable Development: Design and Challenges, Niyati Malhotra & Yanis Ben Amor (Columbia University, USA) 8. GIS and Storytelling for Sustainable Development Education, Ismini Ethridge (Columbia University, USA) Part II: Documenting Gaps, Scaling-up and Policy Linkages towards Shaping Education for the Future 9. Building Capacity for Geospatial Data-Driven Education Planning, Tara Stafford Ocansey, Emilie Schnarr, Anela Layugan, Annie Werner (Columbia University, USA) 10. Embedding Climate Science Research into Policy and Practice: IRI’s Climate Services Academies Approach, Mélody Braun, Zain Alabweh, Ashley Curtis, Tufa Dinku, John Furlow, Ezequiel González Camaño, Carmen Gonzalez Romero, Amanda Grossi, Andrew Kruczkiewicz, Ángel Muñoz (Columbia University, USA) Part III: Conclusion 11. Forwarding the agenda on Sustainable Development, Radhika Iyengar (Columbia University, USA) and Ozge Karadag Caman (Columbia University, USA) References Index

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Book SynopsisAdult education offers the potential to enhance the individual's sense of agency to direct and improve their future, especially important in times of significant societal unrest with the possibility of leading to social change and even social justice. This book begins with a new consideration of historical perspectives of radical adult education in the UK and the ways in which these might inform planning for current and future adult education which is both relevant and emancipatory. The volume aims to capture some of the messiness' of adult education through analysis of a wide range of its many forms and a focus on the learners themselves, the different kinds of providers and the wider community around them. Individual chapters offer insights into an environmental community gardening scheme, provision for refugees and asylum seekers, the radical role of volunteers, the impact of discussion groups for older people and the National Community Service scheme for young adults.The book drTrade ReviewIt is wonderful to read such inspiring experiences of adult learning and education in relation to social change. The offered insightful tools of analysis are comprehensive and accessible. This book provides an excellent cutting-edge vision of how and why equitable and inclusive approaches can create opportunities and broaden horizons globally. -- Priti Chopra, University of Greenwich, UKAt a time of growing global polarization, precarity and volatility, this collection provides a fascinating and heart-warming set of insights into the ways in which often unacknowledged adult learning projects and initiatives continue to enrich the social fabric of British society. Tracing the foundations of adult education in the devastation of the post-World War 1 period and post-Spanish Flu outbreak, across efforts to build solidarity with radical adult education movements in other countries, the collection shows that adult education continues to be a ‘permanent national necessity’, despite the efforts of neoliberal government to cut-back, curtail or co-opt such work. Offering a wide range of new analytical concepts to understand how this enriching of the social fabric occurs through adult learning, the book charts a course that researchers and scholars of adult education across the world could draw from to document the role of such work in wider processes of social change. -- Catherine Kell, University of Cape Town, South AfricaTable of ContentsList of Tables Notes on Contributors Acknowledgements Series Editor Foreword Preface: The Changing World, Jules Robbins (independent researcher, UK) and Alan Rogers (University of East Anglia and University of Nottingham, UK) 1. Being Part of the Social Change: Adult Education and Lessons from History, Sharon Clancy (University of Nottingham, UK) 2. Radical Adult Education Practitioners in the UK: The International League for Social Commitment in Adult Education 1984-94, Alan Tuckett (University of Wolverhampton, UK) 3. Adult Learning and Social Justice: Health, Wellbeing and the Inequalities of Power, Lyn Tett (University of Edinburgh and Huddersfield, UK) 4. Learning English in a Hostile Environment: A Study of Volunteer ESOL Teachers of Refugees and Asylum Seekers in the UK, Lauren Bouttell (University of East Anglia, UK) 5. A Refugee Third Sector Learning Ecology for Social Change: ‘Covert Activism’, Mary-Rose Puttick (Birmingham City University, UK) 6. Discussion Groups with Older People: An Interface of Participatory Ageing and Social Change, Kathleen Lane (University of East Anglia, UK) 7.Tales of Adult Learning, Relationships and Social Change within the National Citizen Service, Natasha Rennolds (University of East Anglia, UK) 8. The Achievements of Informal Adult Reading Group Talk through Vernacular Expression: Challenging the Dominant Discourses of Literary Study, John Gordon (University of East Anglia, UK) 9.Learning through the COVID-19 Pandemic: How the Pandemic Has Affected the Ways in which Adults Experience Learning in the UK, Karen Fairfax-Cholmeley and Clare Meade (freelance consultants, UK) 10. Learning to Live Sustainably?: A Case Study of a Community Gardening Scheme in Norwich, Mahesh Pant (independent researcher, UK) Concluding Reflections, Alan Rogers (University of East Anglia and University of Nottingham, UK) and Jules Robbins (independent researcher, UK) Index

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Book SynopsisHugh Tyndale-Biscoe, grandson of Cecil Tyndale-Biscoe, was born in Kashmir, India, where he attended the school run by his parents. A marsupial biologist best known for his book Life of Marsupials, he served as Chief Research Scientist at the Commonwealth Scientific and Industrial Research Organisations Division of Wildlife Research and lectured at the Australian National University in Canberra. In 2018 he was made a member of the Order of Australia.Trade ReviewThis book represents personal history at its best ... [and] offers a clarion call and personal testimony that is challenging. * Anglican and Episcopal History *This is a marvellous book written by a gifted and entertaining author, grandson of the remarkable Canon Cecil Biscoe, covering a significant period of history where the subject’s involvement in Kashmir resonates to this day, not just in fascinating biographical material, but also in the Kashmiri conflict and geopolitical dilemmas expressed as recently as a few weeks ago when Pakistan downed an Indian jet fighter over the disputed border, a legacy of the powerful, eccentric, and culturally embedded British India vividly evoked in Hugh Tyndale-Biscoe’s writing. * Roger MacDonald, author of When Colts Ran (2010), The Ballad of Desmond Kale (2006), and Mr Darwin’s Shooter (1998) *An absorbing, balanced and informative record of unrelenting imperial proselytism, personal moral certitude and ineradicable, uncompromising courage in an outpost of the British Empire. * Professor J.A. Mangan, author of The Games Ethic and Imperialism *This is an engaging narrative of missionary work in Kashmir, based on diaries, correspondence and school records. The text is crammed with much fascinating incidental detail. * Francis Robinson, Professor of the History of South Asia, Royal Holloway, University of London, UK *

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Book SynopsisThis handbook covers the history, policy, practice and theories of African and Caribbean education and promotes the sustainability of socio-cultural beliefs, values, knowledge and skills in the regions. Africa and the Caribbean share commonalities of the geopolitical and historical dominance by European empires and colonialism and aftereffects of anti-blackness in the global trade in enslaved persons. Indigenous religious, cultural, and ethnic currents in Africa are echoed in the Caribbean along with a strong infusion of Asian and other ethnic influences. The handbook shows how educators in both regions are grappling with Western education eclipsing indigenous epistemology and contributes to important debates and discourses including culturally relevant teaching, decolonization, critical race theory, Africana studies, Black emancipation, the African diaspora, Bi-cultural experiences, and the climate emergency. It is organized into three sections covering past issues that frame e

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Book SynopsisKatrina Bartow Jacobs is Associate Professor of Practice, Language, Literacy and Culture at the University of Pittsburgh, USA. Patricia Crawford is Professor of Early Childhood, Language, Literacy and Culture at the University of Pittsburgh, USA.

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Book SynopsisThis handbook provides an overview of research concepts, methodologies, approaches, and methods used regularly in the field of comparative and international education. As an interdisciplinary field, CIE does not espouse a singular or consistent research method. Instead, researchers generally utilize or are inspired by approaches from a wide range of disciplines, including economics, anthropology, sociology, political science, philosophy, and more. Given this diversity, this book helps readers understand the unique ways researchers employ method in comparative and international education. The handbook includes contributions from leading researchers based in Australia, Japan, Norway, Spain, the UK, the USA, etc., and each chapter includes a practical research example focused on a common topic throughout the book. It includes four sections covering core concepts, methodology, approaches, and methods and analysis, with chapters as diverse as autoethnography, Indigenous approaches, i

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Book SynopsisOne must assume we are all familiar with what is commonly called education.' This is how Schleiermacher begins his famous 1826 lecture on the Art of Education. But in proceeding furtherand unlike Rousseau or Locke before himSchleiermacher carefully avoids assuming that education is primarily about a return to nature or about soundness of mind and body. Education is instead an ethical and political undertaking and a pragmatic art whose ultimate object and morality has differed greatly over time. It is exercised as a form of practical influence of the older generation on the younger: A significant part of the activity of the older generation extends toward the younger, Schleiermacher reasons, and it is more complete and perfect the more it is governed by an idea of what should happenthe more it has an exemplar to guide its actionthe more it is an art. This book offers these and other insights on educationlong canonical in Central and Northern Europefor the Table of ContentsList of Illustrations – Acknowledgments – Norm Friesen/Karsten Kenklies: Translators’ Introduction – F.D.E. Schleiermacher: Outlines of the Art of Education: Introduction – Michael Winkler: Schleiermacher’s Pedagogy: A Thematic Commentary – David Lewin: The Educational Awareness of the Future – Karsten Kenklies: Entering the Circle. Schleiermacher and the Rise of Modern Education Studies – Rebekka Horlacher: Schleiermacher’s Educational Theory in the Context of the Debate on Vocational versus Liberal Education – Norm Friesen: Accentuate the Negative: Schleiermacher’s Dialectic – Contributors – Index.

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Book SynopsisDoing Research in Education: A Beginner’s Guide is written for the novice education researcher. It offers practical advice and guidance for each step of the research process including choosing what to research; formulating a research question; deciding on a suitable research methodology; and writing a thesis. A range of research methodologies are explored within the book and each associated chapter outlines the suitability and applicability of that methodology and offers concrete suggestions for its use. Further chapters are dedicated to navigating the relevant research literature; ethics; researching vulnerable groups; the use of technology; conducting research through Irish; and connecting research to teaching practice. The book’s chapters are written by experienced education researchers, each of whom has extensive experience of guiding students through their first education research project as well as publishing widely within education themselves. This book is carefully tailored to complement existing research methodology modules and will support the student as they navigate the challenges and rewards of undertaking research in education.

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Book SynopsisAfter a Damascene moment following a school trip to the US, Sir Iain Hall realised the UK's approach to urban education is all wrong. In Glass Ceilings, the hugely experienced and respected educator lays out his vision to get social mobility moving again in the UK.

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Book SynopsisThe Role of Peer Learning in Facilitating Local Energy Transformation

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Book Synopsis"Created by professors for professors, the Faculty Awards compendium is the first and only university awards program in the United States based on faculty peer evaluations. The Faculty Awards series recognizes and rewards outstanding faculty members at colleges and universities across the United States. Voting was not open to students or the public at large.Table of ContentsIntroduction, Biographies, Listings from A to Y- Abilene Christian University to Youngstown State University

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Book SynopsisIncludes contributors that explores how the institutions and practices of education can support democracy, by creating the conditions for equal citizenship and egalitarian empowerment, and how they can advance justice, by securing social mobility and cultivating the talents and interests of every individual.

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Book SynopsisTrade Review"Winner of the Outstanding Book Award, Society of Professors of Education""Winner of the Pierre Bourdieu Book Award, Sociology of Education Section of the American Sociological Association""Winner of the Gold Medal in Education, Independent Publisher Book Awards""One of the deepest accounts of life in a demanding public charter school I have ever read . . . . Worth reading."---Jay Mathews, Washington Post"A thoughtful examination of the behavioral/social structure implemented across many charter schools. . . . Highly recommended." * Choice *"Scripting the Moves tells the story of Dream Academy through the perspectives of teachers, school leaders, students, and parents. Golann weaves these viewpoints together with her own observations to understand the experiences of participating in a highly routinized, discipline-oriented institution. The author deftly layers concepts, vignettes, interview quotes, and secondary data to theorize how these strict settings reproduce inequality by imparting inflexible scripts rather than tools Dream Academy students can use to maneuver within middle-class spaces."---Kyla Walters, American Journal of Sociology

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Book SynopsisTrade Review"This book captures the essence of William Bowen—his brilliance, wisdom, wit, and humanity. It is a worthy tribute to one of the most visionary and inspirational leaders in the history of American higher education."—Morton Schapiro, president of Northwestern University"Ever the Leader introduces readers to one of the most original, productive, and engaging minds, wrestling with some of the compelling issues of his day. A remarkable portrait of an immensely effective leader, this collection clearly articulates the values William Bowen cherished in individuals and institutions, and displays the intellectual excitement inspired by his wide-ranging interests and commitments."—Mary Patterson McPherson, president emeritus of Bryn Mawr College"Few figures in American higher education have left a larger mark than William Bowen. This beautifully edited collection of his lectures, essays, and remembrances perfectly captures Bowen's breadth, brilliance, wit, judgment, decency, and humanity. This is a fitting tribute to someone who was truly `ever the leader.’"—Lawrence S. Bacow, president emeritus of Tufts University"Ever the Leader presents William Bowen's major ideas on essential topics in higher education. Even for those who are well versed in the Bowen oeuvre, there are important insights, especially on academic freedom and free speech. Bowen's moral clarity, wisdom, and courage—his willingness to speak his mind on the most controversial dilemmas—shine through."—Nancy Weiss Malkiel, author of "Keep the Damned Women Out": The Struggle for Coeducation"This exceptionally valuable book serves a distinctive and important purpose. It exemplifies William Bowen's work as a leader in the academic, philanthropic, and business worlds."—Michael S. McPherson, coauthor of Lesson Plan: An Agenda for Change in American Higher Education

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Book Synopsis"An exploration of some of the most intriguing college teachers' pedagogy, challenging traditional learning environments"--Trade Review"This book can help change how education is viewed, practiced, and implemented." * Choice Reviews *

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Book Synopsis"An exploration of some of the most intriguing college teachers' pedagogy, challenging traditional learning environments"--Trade Review"This book can help change how education is viewed, practiced, and implemented." * Choice Reviews *

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Book SynopsisBringing together the world's leading scholars on the subject, Military Education and the British Empire explores distinct national narratives within a comparative context to expose the role of military education in maintaining empire.Trade Review"[T]his important, timely, and authoritative volume brings the history of military education to bear on matters of contemporary and continuing relevance." -- Aimée Fox * History of Education *This collection makes important contributions to on-going historiography by centring military education as a point of analysis rather than treating it as an aside and by placing it within transnational context. -- Mary Chaktiris * Historical Studies in Education *Table of ContentsIntroduction / Douglas E. Delaney and Robert C. Engen1 Ubique: The Royal Engineers Establishment, 1815–69 / Claire Cookson-Hills2 Fashioning Imperial Canadians: The Royal Military College, 1874–1900 / E. Jane Errington3 “Doctrine, the Soul of Warfare”: Sir Julian Corbett and the Teaching of Strategy in the Royal Navy before 1914 / Andrew Lambert4 Australian Military Education, 1901–18 / John Connor5 South Africa and the Making of Military Officers, 1902–48 / Ian van der Waag6 The Spirit of an Air Force: Learning about Air Power, 1919–49 / Randall Wakelam7 Preparing for a Better War: The Admiralty’s Challenge of Educating Naval Officers, 1919–39 / Joseph Moretz8 The British and Indian Army Staff Colleges in the Interwar Years / Mark Frost9 Education in the Indian Army, 1920–46 / Alan Jeffreys10 “Necessarily of an Experimental Character”: The Interwar Period and the Imperial Defence College / Andrew Stewart11 From Imperial to Nationalist Canadians: The Impact of the Second World War on Canadian Army Staff Education / Howard G. CoombsConcluding Remarks / Douglas E. Delaney and Meghan FitzpatrickSelect Bibliography; List of Contributors; Index

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a huge range and FREE tracked UK delivery on ALL orders.

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

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