Moral and social purpose of education Books

Book SynopsisHow do we begin to move beyond a use-relation with natural resources towards resonance with a deeply interrelated ecology? Place, Being, Resonance brings insights from the hermeneutic tradition, ecopoetics and indigenous epistemologies of place to bear on education in a world of ecological emergency. An ecohermeneutic pedagogy draws on both critical and lyrical ways of thinking to make a free space for encountering the more-than-human other. The conventional school system has long sat at the vanguard of an ecologically exploitative worldview and something more is called for than retrofitting current practices while reinforcing the substructure of modernity. As educators we walk an existentially trying path of attending to what needs to be called into question and for what presses questions upon us. What presuppositions shape our relation with the natural world? How might we work at the level of metaphor to generate the critical distance required for analysis, while keeping heartTrade Review«Place, Being, Resonance reminds me of David Abram’s astonishing phenomenological breakthroughs in The Spell of the Sensuous. Yet Michael W. Derby’s prose is edgier, and his form reaches for and achieves a strikingly satisfying blend of poetry and philosophy. This book woke me up. It makes us remember parts of our wholeness and connection to the world that we are always in danger of losing. The ecopedagogy movement needs poets. Derby’s fresh vision rekindles my hope for an environmental education that brings us closer to our experience of the world as we work to transform it by being fully awake in it, as it.» (David Greenwood, Canada Research Chair in Environmental Education, Lakehead University) «How to teach in ways that honor life? This is the pressing educational question of the twenty-first century, one that goes to the heart of what it means to teach, and live, in an age of ecological (and therefore intellectual and spiritual) crisis. In this brilliant, unsettling, questing book, Michael W. Derby invites us to follow the mycelial threads of ecopoetics and ecohermeneutics as they begin to dissolve the crystalline orthodoxies of the modern imagination.» (Mark Fettes, Associate Professor of Education, Simon Fraser University)«Place, Being, Resonance reminds me of David Abram’s astonishing phenomenological breakthroughs in The Spell of the Sensuous. Yet Michael W. Derby’s prose is edgier, and his form reaches for and achieves a strikingly satisfying blend of poetry and philosophy. This book woke me up. It makes us remember parts of our wholeness and connection to the world that we are always in danger of losing. The ecopedagogy movement needs poets. Derby’s fresh vision rekindles my hope for an environmental education that brings us closer to our experience of the world as we work to transform it by being fully awake in it, as it.» (David Greenwood, Canada Research Chair in Environmental Education, Lakehead University) «How to teach in ways that honor life? This is the pressing educational question of the twenty-first century, one that goes to the heart of what it means to teach, and live, in an age of ecological (and therefore intellectual and spiritual) crisis. In this brilliant, unsettling, questing book, Michael W. Derby invites us to follow the mycelial threads of ecopoetics and ecohermeneutics as they begin to dissolve the crystalline orthodoxies of the modern imagination.» (Mark Fettes, Associate Professor of Education, Simon Fraser University)Table of ContentsContents: How to love black snow by David W. Jardine – This is the mystery: meaning – Mycelia and the hermeneutics beneath us – The ecopoetics of education – Metaphor and thinking with this bird – Inoculating hermeneutics: Heidegger substrates – Inoculating hermeneutics: Gadamer substrates – Hermeneutics deep in the clearcut – Re-indigenization and the ethics of home-making.

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Book SynopsisPortraits of Anti-racist Alternative Routes to Teaching in the U.S.: Framing Teacher Development for Community, Justice, and Visionaries portrays how a critical teacher development framework for Teachers of Color can be applied to alternative routes to teaching and professional development program initiatives to actualize commitments to communities, social justice and visionaries. The types of anti-racist structures, vehicles for justice, tailored and responsive preparation, and community-based partnerships and leadership identified by program initiatives provide a sketch of possibilities for school principals, policymakers, community organizers, teacher education programs, and district personnel to work together as key stakeholders to begin challenging and dismantling systems of oppression that restrict the recruitment and retention of Teachers of Color in schools. Portraits of Anti-racist Alternative Routes to Teaching in the U.S. compels us to stir up a radical imaTrade Review"Given the ongoing debate regarding alternative teacher preparation, Gist challenges traditional teacher preparation with exemplars of routes that have successfully recruited, prepared, and retained underrepresented teachers committed to social justice. For each route presented in the chapters, commentaries are uniquely provided to extend the conversation. This volume will assist teacher educators in developing a vision of new possibilities without compromising our commitment to educational and social justice." —Belinda Bustos Flores, Ph.D., Professor & Associate Dean of Professional Preparation, Assessment, & Accreditation, University of Texas at San Antonio"This is an enduring architectural digest that features structural innovations that support the entry of Teachers of Color to the profession. Critical teacher development that includes pillars—relational, intersectional and collective—makes this a timeless design for communities and teacher education visionaries." —La Vonne I. Neal, Ph.D., Associate Vice President & Professor, Northern Illinois UniversityTable of ContentsList of Illustrations – List of Tables – Conra D. Gist: Teacher Development for Community, Justice and Visionaries – Rachelle Rogers-Ard: Teach Tomorrow in Oakland: Combating Cultural Isolation and Revolving Doors for Teachers of Color – La Vonne I. Neal /Sarah Militz-Frielink: Teach Tomorrow in Oakland Commentary – Reyes L. Quezada / Ernesto Ruiz: Former Children of Migrant Farmworkers: A “Secret” Pipeline for Growing Your Own Bilingual and Bicultural Teachers in California – Belinda Bustos Flores: California Mini-Corps Commentary – Kate Van Winkle: Grow Your Own (GYO) Illinois—Creating Teachers and Community Leaders – Nicholas Michelli: GYO Illinois Commentary – Josephine Pham / Rita Kohli: Cultivating Teachers of Color as Change Agents: A Model of Critical Race Professional Development – Ana Maria Villegas: Institute for Teachers of Color (ITOC) Committed to Racial Justice Commentary – Conra D. Gist: Reimagining Teacher Development – Contributor Biographies.

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Book SynopsisPortraits of Anti-racist Alternative Routes to Teaching in the U.S.: Framing Teacher Development for Community, Justice, and Visionaries portrays how a critical teacher development framework for Teachers of Color can be applied to alternative routes to teaching and professional development program initiatives to actualize commitments to communities, social justice and visionaries. The types of anti-racist structures, vehicles for justice, tailored and responsive preparation, and community-based partnerships and leadership identified by program initiatives provide a sketch of possibilities for school principals, policymakers, community organizers, teacher education programs, and district personnel to work together as key stakeholders to begin challenging and dismantling systems of oppression that restrict the recruitment and retention of Teachers of Color in schools. Portraits of Anti-racist Alternative Routes to Teaching in the U.S. compels us to stir up a radical imaTrade Review"Given the ongoing debate regarding alternative teacher preparation, Gist challenges traditional teacher preparation with exemplars of routes that have successfully recruited, prepared, and retained underrepresented teachers committed to social justice. For each route presented in the chapters, commentaries are uniquely provided to extend the conversation. This volume will assist teacher educators in developing a vision of new possibilities without compromising our commitment to educational and social justice." —Belinda Bustos Flores, Ph.D., Professor & Associate Dean of Professional Preparation, Assessment, & Accreditation, University of Texas at San Antonio"This is an enduring architectural digest that features structural innovations that support the entry of Teachers of Color to the profession. Critical teacher development that includes pillars—relational, intersectional and collective—makes this a timeless design for communities and teacher education visionaries." —La Vonne I. Neal, Ph.D., Associate Vice President & Professor, Northern Illinois UniversityTable of ContentsList of Illustrations – List of Tables – Conra D. Gist: Teacher Development for Community, Justice and Visionaries – Rachelle Rogers-Ard: Teach Tomorrow in Oakland: Combating Cultural Isolation and Revolving Doors for Teachers of Color – La Vonne I. Neal /Sarah Militz-Frielink: Teach Tomorrow in Oakland Commentary – Reyes L. Quezada / Ernesto Ruiz: Former Children of Migrant Farmworkers: A “Secret” Pipeline for Growing Your Own Bilingual and Bicultural Teachers in California – Belinda Bustos Flores: California Mini-Corps Commentary – Kate Van Winkle: Grow Your Own (GYO) Illinois—Creating Teachers and Community Leaders – Nicholas Michelli: GYO Illinois Commentary – Josephine Pham / Rita Kohli: Cultivating Teachers of Color as Change Agents: A Model of Critical Race Professional Development – Ana Maria Villegas: Institute for Teachers of Color (ITOC) Committed to Racial Justice Commentary – Conra D. Gist: Reimagining Teacher Development – Contributor Biographies.

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Book SynopsisGrounded in the belief that hope comes from a place of reality, not necessarily popular ideology, this book explores the gap between designated and actual narratives within Teach For America. TFA founder Wendy Kopp stated that there is nothing elusive about successful teaching; people simply need to work hard and be disciplined. Taking an inquiry stance, Sarah Matsui surveyed and interviewed 26 of her fellow corps members in the Greater Philadelphia region. Their counternarratives collectively problematize this standard reform rhetoric. Many are working hard, yet their stories and challenges are complex, elusive, and commonly self-described with the words shame, failure, and isolating. Corps members reported experiencing new levels of fatigue, alcohol dependency, depression, and trauma during their two-year service commitment with TFA. Learning from Counternarratives in Teach For America utilizes multiple frameworks to analyze the depth and range of corps members' experiences. RTrade Review«Sarah Matsui’s book offers an unusually rich example of what practitioner knowledge and inquiry can contribute to critical conversations about educational equity and the toll that simplifications can take on teachers and, by extension, their students. Her intelligent and thoughtful narrative unpacks the complex interplay between TFA’s persuasive discourse and the intense experiences of corps members as they grappled with profound gaps between expectations and their on-the-ground experiences as participants in the most highly touted reform of teacher education in recent history. Conducted with great sensitivity to their self-described conflicts and trauma of participation, Matsui's analyses and interpretations of her extensive interviews are informed by her considerable knowledge and insights as an insider, as well as her use of compelling interpretive frameworks drawn from a number of disciplines. The book is timely and provocative, a must-read for anyone who cares deeply about teaching, teacher education, and quality education for urban communities.» (Susan L. Lytle, Professor Emerita, University of Pennsylvania) «Few elements of the education reform movement have been as polarizing as Teach For America. Critics of TFA have focused on its leadership, the inadequacy of the training, and the placement of recruits in mostly high-poverty minority schools, but Sarah Matsui’s study opens a new and important window into why TFA deserves critical reconsideration. Matsui provides a detailed and revealing look at what it means to be a TFA recruit, including the pressures, challenges, and consequences for those recruits and the students they serve. This is a fair and complex work that contributes important nuance to how education reform is often misguided. Matsui’s critical confrontation of TFA narratives and experiences calls for a re-imaging of what it means to become and be a teacher.» (P.L. Thomas, Associate Professor of Education, Furman University) «Sarah Matsui has written an ambitious book that highlights the tensions and struggles that Teach For America corps members face during their tenure in Philadelphia schools. Through extensive interview and survey data, Matsui presents powerful counter narratives that engage many of the key questions and concerns that continue to circulate regarding TFA including how corps members negotiate various traumas, how they take up or resist the TFA discourse, how they address issues of race and privilege, and how they understand their own identities as teachers.» (Katherine Crawford-Garrett, Assistant Professor of Teacher Education, Educational Leadership, and Policy, University of New Mexico) «In this book, Sarah Matsui deeply captures the experiences and struggles of teachers who enter the teaching force through Teach For America. Matsui’s thoughtful exploration of corps members’ stories and experiences, along with her own, helps us not just understand the challenges particular to teaching in TFA, but also the challenges and struggles of teaching in contexts, macro and micro, that under-support and deprofessionalize teachers. From the carefully analyzed self-reports of corps members, we learn so much about the personal and professional struggles that they experience. From this deep, contextualized look into their insider experiences, which Matsui examines using multiple interpretive frameworks, can come vital learning that is hopeful and promising for teachers and those who educate and work to support them.» (Sharon M. Ravitch, Senior Lecturer, University of Pennsylvania)«Sarah Matsui’s book offers an unusually rich example of what practitioner knowledge and inquiry can contribute to critical conversations about educational equity and the toll that simplifications can take on teachers and, by extension, their students. Her intelligent and thoughtful narrative unpacks the complex interplay between TFA’s persuasive discourse and the intense experiences of corps members as they grappled with profound gaps between expectations and their on-the-ground experiences as participants in the most highly touted reform of teacher education in recent history. Conducted with great sensitivity to their self-described conflicts and trauma of participation, Matsui's analyses and interpretations of her extensive interviews are informed by her considerable knowledge and insights as an insider, as well as her use of compelling interpretive frameworks drawn from a number of disciplines. The book is timely and provocative, a must-read for anyone who cares deeply about teaching, teacher education, and quality education for urban communities.» (Susan L. Lytle, Professor Emerita, University of Pennsylvania) «Few elements of the education reform movement have been as polarizing as Teach For America. Critics of TFA have focused on its leadership, the inadequacy of the training, and the placement of recruits in mostly high-poverty minority schools, but Sarah Matsui’s study opens a new and important window into why TFA deserves critical reconsideration. Matsui provides a detailed and revealing look at what it means to be a TFA recruit, including the pressures, challenges, and consequences for those recruits and the students they serve. This is a fair and complex work that contributes important nuance to how education reform is often misguided. Matsui’s critical confrontation of TFA narratives and experiences calls for a re-imaging of what it means to become and be a teacher.» (P.L. Thomas, Associate Professor of Education, Furman University) «Sarah Matsui has written an ambitious book that highlights the tensions and struggles that Teach For America corps members face during their tenure in Philadelphia schools. Through extensive interview and survey data, Matsui presents powerful counter narratives that engage many of the key questions and concerns that continue to circulate regarding TFA including how corps members negotiate various traumas, how they take up or resist the TFA discourse, how they address issues of race and privilege, and how they understand their own identities as teachers.» (Katherine Crawford-Garrett, Assistant Professor of Teacher Education, Educational Leadership, and Policy, University of New Mexico) «In this book, Sarah Matsui deeply captures the experiences and struggles of teachers who enter the teaching force through Teach For America. Matsui’s thoughtful exploration of corps members’ stories and experiences, along with her own, helps us not just understand the challenges particular to teaching in TFA, but also the challenges and struggles of teaching in contexts, macro and micro, that under-support and deprofessionalize teachers. From the carefully analyzed self-reports of corps members, we learn so much about the personal and professional struggles that they experience. From this deep, contextualized look into their insider experiences, which Matsui examines using multiple interpretive frameworks, can come vital learning that is hopeful and promising for teachers and those who educate and work to support them.» (Sharon M. Ravitch, Senior Lecturer, University of Pennsylvania)Table of ContentsContents: Counternarratives and the Complexity of a Fuller Truth – Examining the «TFA Script» – Unexpected Life Changes Teaching in TFA: Counseling, Medical Prescriptions, Weight Changes, Increased Alcohol Consumption, Strained Relationships, Fatigue – The Reality of Trauma in TFA – TFA’s Culture of Guilt and Shame – The Complex, Politicized Process of TFA and CM Identity Development – TFA Idealism and the Hero Teacher Narrative – Listening and Learning from Counternarratives: Moving From Idealism Towards Hope.

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Book SynopsisGrounded in the belief that hope comes from a place of reality, not necessarily popular ideology, this book explores the gap between designated and actual narratives within Teach For America. TFA founder Wendy Kopp stated that there is nothing elusive about successful teaching; people simply need to work hard and be disciplined. Taking an inquiry stance, Sarah Matsui surveyed and interviewed 26 of her fellow corps members in the Greater Philadelphia region. Their counternarratives collectively problematize this standard reform rhetoric. Many are working hard, yet their stories and challenges are complex, elusive, and commonly self-described with the words shame, failure, and isolating. Corps members reported experiencing new levels of fatigue, alcohol dependency, depression, and trauma during their two-year service commitment with TFA. Learning from Counternarratives in Teach For America utilizes multiple frameworks to analyze the depth and range of corps members' experiences. RTrade Review«Sarah Matsui’s book offers an unusually rich example of what practitioner knowledge and inquiry can contribute to critical conversations about educational equity and the toll that simplifications can take on teachers and, by extension, their students. Her intelligent and thoughtful narrative unpacks the complex interplay between TFA’s persuasive discourse and the intense experiences of corps members as they grappled with profound gaps between expectations and their on-the-ground experiences as participants in the most highly touted reform of teacher education in recent history. Conducted with great sensitivity to their self-described conflicts and trauma of participation, Matsui's analyses and interpretations of her extensive interviews are informed by her considerable knowledge and insights as an insider, as well as her use of compelling interpretive frameworks drawn from a number of disciplines. The book is timely and provocative, a must-read for anyone who cares deeply about teaching, teacher education, and quality education for urban communities.» (Susan L. Lytle, Professor Emerita, University of Pennsylvania) «Few elements of the education reform movement have been as polarizing as Teach For America. Critics of TFA have focused on its leadership, the inadequacy of the training, and the placement of recruits in mostly high-poverty minority schools, but Sarah Matsui’s study opens a new and important window into why TFA deserves critical reconsideration. Matsui provides a detailed and revealing look at what it means to be a TFA recruit, including the pressures, challenges, and consequences for those recruits and the students they serve. This is a fair and complex work that contributes important nuance to how education reform is often misguided. Matsui’s critical confrontation of TFA narratives and experiences calls for a re-imaging of what it means to become and be a teacher.» (P.L. Thomas, Associate Professor of Education, Furman University) «Sarah Matsui has written an ambitious book that highlights the tensions and struggles that Teach For America corps members face during their tenure in Philadelphia schools. Through extensive interview and survey data, Matsui presents powerful counter narratives that engage many of the key questions and concerns that continue to circulate regarding TFA including how corps members negotiate various traumas, how they take up or resist the TFA discourse, how they address issues of race and privilege, and how they understand their own identities as teachers.» (Katherine Crawford-Garrett, Assistant Professor of Teacher Education, Educational Leadership, and Policy, University of New Mexico) «In this book, Sarah Matsui deeply captures the experiences and struggles of teachers who enter the teaching force through Teach For America. Matsui’s thoughtful exploration of corps members’ stories and experiences, along with her own, helps us not just understand the challenges particular to teaching in TFA, but also the challenges and struggles of teaching in contexts, macro and micro, that under-support and deprofessionalize teachers. From the carefully analyzed self-reports of corps members, we learn so much about the personal and professional struggles that they experience. From this deep, contextualized look into their insider experiences, which Matsui examines using multiple interpretive frameworks, can come vital learning that is hopeful and promising for teachers and those who educate and work to support them.» (Sharon M. Ravitch, Senior Lecturer, University of Pennsylvania)«Sarah Matsui’s book offers an unusually rich example of what practitioner knowledge and inquiry can contribute to critical conversations about educational equity and the toll that simplifications can take on teachers and, by extension, their students. Her intelligent and thoughtful narrative unpacks the complex interplay between TFA’s persuasive discourse and the intense experiences of corps members as they grappled with profound gaps between expectations and their on-the-ground experiences as participants in the most highly touted reform of teacher education in recent history. Conducted with great sensitivity to their self-described conflicts and trauma of participation, Matsui's analyses and interpretations of her extensive interviews are informed by her considerable knowledge and insights as an insider, as well as her use of compelling interpretive frameworks drawn from a number of disciplines. The book is timely and provocative, a must-read for anyone who cares deeply about teaching, teacher education, and quality education for urban communities.» (Susan L. Lytle, Professor Emerita, University of Pennsylvania) «Few elements of the education reform movement have been as polarizing as Teach For America. Critics of TFA have focused on its leadership, the inadequacy of the training, and the placement of recruits in mostly high-poverty minority schools, but Sarah Matsui’s study opens a new and important window into why TFA deserves critical reconsideration. Matsui provides a detailed and revealing look at what it means to be a TFA recruit, including the pressures, challenges, and consequences for those recruits and the students they serve. This is a fair and complex work that contributes important nuance to how education reform is often misguided. Matsui’s critical confrontation of TFA narratives and experiences calls for a re-imaging of what it means to become and be a teacher.» (P.L. Thomas, Associate Professor of Education, Furman University) «Sarah Matsui has written an ambitious book that highlights the tensions and struggles that Teach For America corps members face during their tenure in Philadelphia schools. Through extensive interview and survey data, Matsui presents powerful counter narratives that engage many of the key questions and concerns that continue to circulate regarding TFA including how corps members negotiate various traumas, how they take up or resist the TFA discourse, how they address issues of race and privilege, and how they understand their own identities as teachers.» (Katherine Crawford-Garrett, Assistant Professor of Teacher Education, Educational Leadership, and Policy, University of New Mexico) «In this book, Sarah Matsui deeply captures the experiences and struggles of teachers who enter the teaching force through Teach For America. Matsui’s thoughtful exploration of corps members’ stories and experiences, along with her own, helps us not just understand the challenges particular to teaching in TFA, but also the challenges and struggles of teaching in contexts, macro and micro, that under-support and deprofessionalize teachers. From the carefully analyzed self-reports of corps members, we learn so much about the personal and professional struggles that they experience. From this deep, contextualized look into their insider experiences, which Matsui examines using multiple interpretive frameworks, can come vital learning that is hopeful and promising for teachers and those who educate and work to support them.» (Sharon M. Ravitch, Senior Lecturer, University of Pennsylvania)Table of ContentsContents: Counternarratives and the Complexity of a Fuller Truth – Examining the «TFA Script» – Unexpected Life Changes Teaching in TFA: Counseling, Medical Prescriptions, Weight Changes, Increased Alcohol Consumption, Strained Relationships, Fatigue – The Reality of Trauma in TFA – TFA’s Culture of Guilt and Shame – The Complex, Politicized Process of TFA and CM Identity Development – TFA Idealism and the Hero Teacher Narrative – Listening and Learning from Counternarratives: Moving From Idealism Towards Hope.

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Book SynopsisThe last half century has created deep tensions in how we analyze educational and social change. Educators, policymakers, and concerned citizens have had to cope with competing belief systems in evaluating and acting upon school policies and practices. This illuminating book untangles many of the roots of those persistent debates that have divided the nation for so long. It offers readers a critical opportunity to reflect on our continuing ideological struggles by examining popular books that have made a difference in educational discourse. The editor has specifically selected key books on social and educational controversies that speak to wide audiences. They frame contextual issues that so-called school reformers have often neglected much to the detriment of any real educational progress. Ultimately, this text is meant to stir our consciences, to disorder our certainties, and to compel us to treat education and culture with both reason and passion. It is highly relevant for courTrade Review«‘Popular Educational Classics’ offers readers a treasure trove of five decades of incisive thinking about many of education’s knottiest issues. I love the rich, accessible dialogue that emerges chapter after chapter between authors of enduring and provocative works, and authors who present and comment on them. Everyone who takes education seriously should engage with this volume.» (Christine E. Sleeter, Professor Emerita, School of Professional Studies, California State University Monterey Bay) «Organized chronologically, Joseph L. DeVitis’s edited collection takes readers through an engaging and thoughtful fifty-year tour of educational scholarship. For the previously initiated, it represents a path worth revisiting and re-engaging. For the novice, it depicts a rich and still powerful body of scholarly inquiry. We owe DeVitis and his crew our sincere thanks.» (Daniel P. Liston, Professor, School of Education, University of Colorado, Boulder)«Popular Educational Classics offers readers a treasure trove of five decades of incisive thinking about many of education’s knottiest issues. I love the rich, accessible dialogue that emerges chapter after chapter between authors of enduring and provocative works, and authors who present and comment on them. Everyone who takes education seriously should engage with this volume.» (Christine E. Sleeter, Professor Emerita, School of Professional Studies, California State University Monterey Bay) «Organized chronologically, Joseph L. DeVitis’s edited collection takes readers through an engaging and thoughtful fifty-year tour of educational scholarship. For the previously initiated, it represents a path worth revisiting and re-engaging. For the novice, it depicts a rich and still powerful body of scholarly inquiry. We owe DeVitis and his crew our sincere thanks.» (Daniel P. Liston, Professor, School of Education, University of Colorado, Boulder)Table of ContentsContents: Timothy Glander: Jerome S. Bruner, The Process of Education (1960) – Gary K. Clabaugh: Raymond Callahan, Education and the Cult of Efficiency: A Study of the Social Forces That Have Shaped the Administration of the Public Schools (1962) – David Hursh: Paul Goodman, Compulsory Mis-education (1962) and The Community of Scholars (1964) – Barbara J. Thayer-Bacon: Herbert Kohl, 36 Children (1967) – Roberto H. Bahruth/Donaldo Macedo: Paulo Freire, Pedagogy of the Oppressed (1969) – Richard Ognibene: Neil Postman and Charles Weingartner, Teaching as a Subversive Activity (1969) – William M. Reynolds: Charles E. Silberman, Crisis in the Classroom: The Remaking of American Education (1970) – David Gabbard: Ivan Illich, Deschooling Society (1971) – Jean Ann Foley/Joseph C. Wegwert: Dan Lortie, Schoolteacher: A Sociological Study (1975) – James M. Giarelli: Samuel Bowles and Herbert Gintis, Schooling in Capitalist America: Educational Reform and the Contradictions of Economic Life (1976) – Steven P. Camicia/Barry M. Franklin: Michael W. Apple, Ideology and Curriculum (1979) – Joseph Watras: Mortimer J. Adler, The Paideia Proposal: An Educational Manifesto (1982) – John Beineke: Ernest L. Boyer, High School: A Report on Secondary Education in America (1983) – Jessica A. Heybach: John Goodlad, A Place Called School: Prospects for the Future (1984) – Brett Elizabeth Blake/Robert W. Blake, Jr.: Theodore R. Sizer, Horace’s Compromise: The Dilemma of the American High School (1984) – Susan Schramm-Pate/Kenneth Vogler: Jeannie Oakes, Keeping Track: How Schools Structure Inequality (1985) – Emily Nemeth/Karen Graves: E.D. Hirsch, Jr., Cultural Literacy: What Every American Needs to Know (1987) – Wendy Kohli: Maxine Greene, The Dialectic of Freedom (1988) – E. Wayne Ross: Peter McLaren, Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education (1988) – John F. Covaleskie: John E. Chubb and Terry M. Moe, Politics, Markets, and America’s Schools (1990) – Sue Books: Jonathan Kozol, Savage Inequalities: Children in America’s Schools (1991) – Melissa M. Jones: Michelle Fine, Framing Dropouts: Notes on the Politics of an Urban Public High School (1991) – Lynda Stone: Nel Noddings, The Challenge to Care in Schools: An Alternative Approach to Education (1992) – D.G. Mulcahy: Jane Roland Martin, The Schoolhome: Rethinking Schools for Changing Families (1992) – J.B. Mayo, Jr.: Gloria Ladson-Billings, The Dreamkeepers: Successful Teachers of African American Children (1994) – Kal Alston: Lisa Delpit, Other People’s Children: Cultural Conflict in the Classroom (1995) – Mark Garrison: David C. Berliner and Bruce J. Biddle, The Manufactured Crisis: Myths, Fraud, and the Attack on America’s Public Schools (1995) – John L. Rury: David Tyack and Larry Cuban, Tinkering Toward Utopia: A Century of Public School Reform (1995) – Aaron M. Kuntz: Jean Anyon, Ghetto Schooling: A Political Economy of Urban Educational Reform (1997) – Tian Yu: Alfie Kohn, The Schools Our Children Deserve: Moving Beyond Traditional Classrooms and «Tougher Standards» (1999) – Michael P. Mueller: C.A. Bowers, Educating for Eco-Justice and Community (2001) – Jan Armstrong/Tryphenia B. Peele-Eady: John Ogbu, Black American Students in an Affluent Suburb: A Study of Academic Disengagement (2003) – Leslie S. Kaplan/William A. Owings: Richard Rothstein, Class and Schools: Using Social, Economic, and Educational Reform to Close the Black-White Achievement Gap (2004) – John Smyth: Linda Darling-Hammond, The Flat World and Education: How America’s Commitment to Equity Will Determine Our Future

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Book SynopsisThe last half century has created deep tensions in how we analyze educational and social change. Educators, policymakers, and concerned citizens have had to cope with competing belief systems in evaluating and acting upon school policies and practices. This illuminating book untangles many of the roots of those persistent debates that have divided the nation for so long. It offers readers a critical opportunity to reflect on our continuing ideological struggles by examining popular books that have made a difference in educational discourse. The editor has specifically selected key books on social and educational controversies that speak to wide audiences. They frame contextual issues that so-called school reformers have often neglected much to the detriment of any real educational progress. Ultimately, this text is meant to stir our consciences, to disorder our certainties, and to compel us to treat education and culture with both reason and passion. It is highly relevant for courTrade Review«‘Popular Educational Classics’ offers readers a treasure trove of five decades of incisive thinking about many of education’s knottiest issues. I love the rich, accessible dialogue that emerges chapter after chapter between authors of enduring and provocative works, and authors who present and comment on them. Everyone who takes education seriously should engage with this volume.» (Christine E. Sleeter, Professor Emerita, School of Professional Studies, California State University Monterey Bay) «Organized chronologically, Joseph L. DeVitis’s edited collection takes readers through an engaging and thoughtful fifty-year tour of educational scholarship. For the previously initiated, it represents a path worth revisiting and re-engaging. For the novice, it depicts a rich and still powerful body of scholarly inquiry. We owe DeVitis and his crew our sincere thanks.» (Daniel P. Liston, Professor, School of Education, University of Colorado, Boulder)«Popular Educational Classics offers readers a treasure trove of five decades of incisive thinking about many of education’s knottiest issues. I love the rich, accessible dialogue that emerges chapter after chapter between authors of enduring and provocative works, and authors who present and comment on them. Everyone who takes education seriously should engage with this volume.» (Christine E. Sleeter, Professor Emerita, School of Professional Studies, California State University Monterey Bay) «Organized chronologically, Joseph L. DeVitis’s edited collection takes readers through an engaging and thoughtful fifty-year tour of educational scholarship. For the previously initiated, it represents a path worth revisiting and re-engaging. For the novice, it depicts a rich and still powerful body of scholarly inquiry. We owe DeVitis and his crew our sincere thanks.» (Daniel P. Liston, Professor, School of Education, University of Colorado, Boulder)Table of ContentsContents: Timothy Glander: Jerome S. Bruner, The Process of Education (1960) – Gary K. Clabaugh: Raymond Callahan, Education and the Cult of Efficiency: A Study of the Social Forces That Have Shaped the Administration of the Public Schools (1962) – David Hursh: Paul Goodman, Compulsory Mis-education (1962) and The Community of Scholars (1964) – Barbara J. Thayer-Bacon: Herbert Kohl, 36 Children (1967) – Roberto H. Bahruth/Donaldo Macedo: Paulo Freire, Pedagogy of the Oppressed (1969) – Richard Ognibene: Neil Postman and Charles Weingartner, Teaching as a Subversive Activity (1969) – William M. Reynolds: Charles E. Silberman, Crisis in the Classroom: The Remaking of American Education (1970) – David Gabbard: Ivan Illich, Deschooling Society (1971) – Jean Ann Foley/Joseph C. Wegwert: Dan Lortie, Schoolteacher: A Sociological Study (1975) – James M. Giarelli: Samuel Bowles and Herbert Gintis, Schooling in Capitalist America: Educational Reform and the Contradictions of Economic Life (1976) – Steven P. Camicia/Barry M. Franklin: Michael W. Apple, Ideology and Curriculum (1979) – Joseph Watras: Mortimer J. Adler, The Paideia Proposal: An Educational Manifesto (1982) – John Beineke: Ernest L. Boyer, High School: A Report on Secondary Education in America (1983) – Jessica A. Heybach: John Goodlad, A Place Called School: Prospects for the Future (1984) – Brett Elizabeth Blake/Robert W. Blake, Jr.: Theodore R. Sizer, Horace’s Compromise: The Dilemma of the American High School (1984) – Susan Schramm-Pate/Kenneth Vogler: Jeannie Oakes, Keeping Track: How Schools Structure Inequality (1985) – Emily Nemeth/Karen Graves: E.D. Hirsch, Jr., Cultural Literacy: What Every American Needs to Know (1987) – Wendy Kohli: Maxine Greene, The Dialectic of Freedom (1988) – E. Wayne Ross: Peter McLaren, Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education (1988) – John F. Covaleskie: John E. Chubb and Terry M. Moe, Politics, Markets, and America’s Schools (1990) – Sue Books: Jonathan Kozol, Savage Inequalities: Children in America’s Schools (1991) – Melissa M. Jones: Michelle Fine, Framing Dropouts: Notes on the Politics of an Urban Public High School (1991) – Lynda Stone: Nel Noddings, The Challenge to Care in Schools: An Alternative Approach to Education (1992) – D.G. Mulcahy: Jane Roland Martin, The Schoolhome: Rethinking Schools for Changing Families (1992) – J.B. Mayo, Jr.: Gloria Ladson-Billings, The Dreamkeepers: Successful Teachers of African American Children (1994) – Kal Alston: Lisa Delpit, Other People’s Children: Cultural Conflict in the Classroom (1995) – Mark Garrison: David C. Berliner and Bruce J. Biddle, The Manufactured Crisis: Myths, Fraud, and the Attack on America’s Public Schools (1995) – John L. Rury: David Tyack and Larry Cuban, Tinkering Toward Utopia: A Century of Public School Reform (1995) – Aaron M. Kuntz: Jean Anyon, Ghetto Schooling: A Political Economy of Urban Educational Reform (1997) – Tian Yu: Alfie Kohn, The Schools Our Children Deserve: Moving Beyond Traditional Classrooms and «Tougher Standards» (1999) – Michael P. Mueller: C.A. Bowers, Educating for Eco-Justice and Community (2001) – Jan Armstrong/Tryphenia B. Peele-Eady: John Ogbu, Black American Students in an Affluent Suburb: A Study of Academic Disengagement (2003) – Leslie S. Kaplan/William A. Owings: Richard Rothstein, Class and Schools: Using Social, Economic, and Educational Reform to Close the Black-White Achievement Gap (2004) – John Smyth: Linda Darling-Hammond, The Flat World and Education: How America’s Commitment to Equity Will Determine Our Future

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Book SynopsisIn this book, internationally recognized scholars provide in-depth insight into the emerging field of open education. The Philosophy of Open Learning provides an overview of the current debates and introduces the reader to the overall discourse on open education. The broad range of topics, including MOOCs (Massive Open Online Courses) and OERs (Open Educational Resources) is aimed at demonstrating that open education has emerged as a new principle for organizing higher education. Based on this idea, the book covers various issues that are backed up by thorough philosophical reflections that provide orientation for the heated debates. Open education is discussed in its various imbrications to other open movements, such as open access, and its relevance for education over the last fifteen years.Table of ContentsContents: Martin Weller: Foreword – Markus Deimann/Michael A. Peters: Introduction: Open Education - The Past, the Present and the Future – Robert Farrow: Constellations of Openness – Michael A. Peters: Openness and the Intellectual Commons – Petra Missomelius/Theo Hug: Opening Up Education: Opportunities, Obstacles and Future Perspectives – David Small: MOOCs, Neoliberalism and the Role of the University – Jeremy Knox: Posthuman Openings: Looking Beyond Technology Instrumentalism – Peter B. Sloep/Robert Schuwer: Of Two Contrasting Philosophies That Underpin Openness in Education and What That Entails – Richard Hall: Another World Is Possible: The Relationship Between Open Higher Education and Mass Intellectuality – Martin Oliver: Open Access, Freedom and Exclusion – Michael A. Peters/Richard Heraud/Andrew Gibbons: Open Learning and Social Innovation: Freedom and Democratic Culture

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Book SynopsisThe Social Foundations Reader is meant for undergraduate and graduate students in introductory foundations of education classes. No other contemporary reader provides such a broad and yet critical view of the issues typically addressed in an introductory foundations course. Instead, most provide a generic and typically conservative perspective on schools and classrooms and do little to encourage students to consider the important roles of critical theory and social justice in the creation of school environments that are responsive to issues of equity and diversity. This book provides a different lens through which students can view what happens in twenty-first-century schools while also considering the perspectives of multiple constituencies: parents, teachers, students and communities. The reader of this text is exposed to a wide range of scholarship in the foundations of education; essays range from the more traditional work of John Dewey to the controversial ideas of Henry GiTable of ContentsContents: Eleanor J. Blair: A Pedagogy of Hopelessness: Fear and Loathing in 21st Century American Schools – John Dewey: My Pedagogic Creed – Pedro A. Noguera: Finding Hope Among the Hopeless – Diane Ravitch: What I Learned About School Reform – D. Kim Reid/Michelle G. Knight: Disability Justifies Exclusion of Minority Students: A Critical History Grounded in Disability Studies – Joel Spring: Equality of Educational Opportunity: Race, Gender, and Special Needs – Paul R. Carr: Transforming Educational Leadership Without Social Justice?: Looking at Critical Pedagogy as More Than a Critique, and a Way Toward «Democracy» – Aaron David Gresson III: Race and Pedagogy – Joe L. Kincheloe: Critical Pedagogy in Action – Yolanda Medina: Art Education Programs: Empowering Social Change – Ozlem Sensoy/Robin DiAngelos: The Invisibility of Oppression – Michelle Collay: Teaching Is Leading – Mary Cowhey: Going Against the Grain – Julie A. Gorlewski: Teaching from the Test: Using High-Stakes Assessments to Enhance Student Learning – Bettina L. Love: «Too Young for the Marches but I Remember These Drums»: Recommended Pedagogies for Hip Hop - Based Education and Youth Studies – Yolanda Medina: The Issue of identity – Sandra Liliana Pucci/Gregory J. Cramer: The Story of Cesar Chavez High School: One Small School’s Struggle for Biliteracy – Lisa Delpit: Warm Demanders: The Importance of Teachers in the Lives of Children of Poverty – Henry A. Giroux: In Defense of Public School Teachers in a Time of Crisis – Patricia H. Hinchey: Starting Points: Assumptions and Alternatives – Gloria Ladson-Billings: But That’s Just Good Teaching! The Case for Culturally Relevant Pedagogy – Barbara Madeloni/Julie A. Gorlewski: Wrong Answer to the Wrong Question: Why We Need Critical Teacher Education, Not Standardization – Angela Anselmo/Alma Rubal-Lopez: Community – Sandra A. Butvilofsky: «What I know about Spanish is that I don’t talk it much»: Bilingual Fifth-Grade Students’ Perceptions of Bilingualism – Patrick J. Finn: A Distinctly Un-American Idea: An Education Appropriate to Their Station – James M. Kauffman/Kathleen McGee/Michele Brigham: Enabling or Disabling? Observations on Changes in Special Education – Cara Kronen: Selling Out: Parenting, the Realities of Urban Education, and the Hidden Curriculum in Schools – Doug Risner: What Matthew Shepard Would Tell Us: Gay and Lesbian Issues in Education.

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Book SynopsisThe World Leaders in Education: Lessons from the Successes and Drawbacks of Their Methods explores the practices and policies that the highest-ranking nations in education implement to achieve their success. Topics include the education of disadvantaged students; cultural attitudes toward education; teacher preparation; and teacher salaries. Eight countries are examined: China, Japan, Singapore, Canada, New Zealand, South Korea, Finland, and the United States. The United States is discussed for several reasons, including its large number of strong performers on international tests and its notable history in education. The book looks at both the successes and the failings of these nations, and also mentions the possibilities and limitations of implementing the practices of world-class nations in education in areas where students tend to perform poorly on tests like the PISA. This book may be used for undergraduate and graduate courses such as comparative education.Table of ContentsContents: Hani Morgan: What World-Class Nations in Education Do That Makes Them So Good – Riitta Jyrhämä/Katriina Maaranen: Finland - Ethos of Equality: Finnish Educational Policy and Practice – William G. Brozo/Sarah Crain: The United States – Schooling in the United States: What We Learn from International Assessments of Reading and Math Literacy – Lawrence Baines/Mano Yasuda: Japan - The High-Achieving Educational System of Japan – Jason D. Edgerton/Lance W. Roberts/Veronika Eliasova: Canada - Education in Canada: Separate but Similar Systems in the Pursuit of Excellence and Equity – Michael J. Seth: South Korea - South Korea’s Education: A National Obsession – Vivien Geneser/Hsiao-ping Wu: Singapore - Success in Singapore: A Model for Excellence in Education – Michael Forret/Logan Moss: New Zealand - Education in New Zealand: Maintaining Quality in an Era of Change – Andreas Schleicher/Yan Wang: China - Reconciling Fairness with Efficiency: Reforming the Chinese Examination System – Hani Morgan: What We Can Learn from High-Ranking Nations in Education.

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Book SynopsisThe Curriculum: Whose Internationalization? asks a series of important questions in the re-examination of the internationalization of curriculum studies. It reflects the work of the Internationalization of Curriculum Studies Task Force created at the American Association for the Advancement of Curriculum Studies annual meeting in New Orleans in 2011 in the context of new theoretical avenues such as the Itinerant Curriculum Theory (ICT) to help address issues related to the problematic nature of internationalization and globalization.Trade Review«The book in your hands signals the birth of Post-Epistemicidal Curriculum Studies. As powerfully demonstrated here, the Internationalization of Curriculum Studies Task Force of the American Association for the Advancement of Curriculum Studies boldly grounds the field in a critical creolization Contributors to this volume dialogue with texts and traditions otherwise unseen or erased by normative constructs and parochial attachments to a local academic milieu. Implicitly acknowledging critiques of an ‘American canon’ of curriculum studies as erasing parallel epistemologies and practices in a centuries-long tsunami of colonial dominance, these authors study and translate material from non-Western, nonwhite scholars; they interrogate their own positionalities, geo-economic status, and professional commitments, inside and outside of complex, hybrid identities and memberships in overlapping, as well as distinct, communities. The collective accomplishment establishes curriculum studies as an ethical stance upon the world – at once trans-national, post-cultural, and alter-global, while committed to recognition and countering dispossession.» (Peter Appelbaum, Director of Disciplinary and Transdisciplinary Programs, Arcadia University; President, The American Association for the Advancement of Curriculum Studies) «At the eleventh annual meeting of the American Association for the Advancement of Curriculum Studies (AAACS) in New Orleans in 2011, the Internationalization of Curriculum Studies Task Force made an important and radical move in the internationalization of curriculum studies. Following the epistemological work of Southern theorists such as Boaventura de Sousa Santos, Enrique Dussel, Walter Mignolo, Raewyn Connell, Fernando Coroníl, and Gayatri Spivak, João M. Paraskeva and the task force began a bold and ambitious project to remediate a Statesian- and Anglophone-dominated curriculum studies field. Radical in its conceptions and the new directions suggested for curriculum studies, Paraskeva and the task force have begun to reorganize the field in a way that recognizes decolonizing knowledges and traditions as fundamental in approaching the curriculum question: what knowledges are of most worth? Recognizing the colonial relation as the fundamental historical event shaping knowledge production, Paraskeva frames the task force’s initial efforts here as a necessary decolonizing move that reaches backwards historically to renew the field.» (James C. Jupp, Georgia Southern University)«The book in your hands signals the birth of Post-Epistemicidal Curriculum Studies. As powerfully demonstrated here, the Internationalization of Curriculum Studies Task Force of the American Association for the Advancement of Curriculum Studies boldly grounds the field in a critical creolization Contributors to this volume dialogue with texts and traditions otherwise unseen or erased by normative constructs and parochial attachments to a local academic milieu. Implicitly acknowledging critiques of an ‘American canon’ of curriculum studies as erasing parallel epistemologies and practices in a centuries-long tsunami of colonial dominance, these authors study and translate material from non-Western, nonwhite scholars; they interrogate their own positionalities, geo-economic status, and professional commitments, inside and outside of complex, hybrid identities and memberships in overlapping, as well as distinct, communities. The collective accomplishment establishes curriculum studies as an ethical stance upon the world – at once trans-national, post-cultural, and alter-global, while committed to recognition and countering dispossession.» (Peter Appelbaum, Director of Disciplinary and Transdisciplinary Programs, Arcadia University; President, The American Association for the Advancement of Curriculum Studies) «At the eleventh annual meeting of the American Association for the Advancement of Curriculum Studies (AAACS) in New Orleans in 2011, the Internationalization of Curriculum Studies Task Force made an important and radical move in the internationalization of curriculum studies. Following the epistemological work of Southern theorists such as Boaventura de Sousa Santos, Enrique Dussel, Walter Mignolo, Raewyn Connell, Fernando Coroníl, and Gayatri Spivak, João M. Paraskeva and the task force began a bold and ambitious project to remediate a Statesian- and Anglophone-dominated curriculum studies field. Radical in its conceptions and the new directions suggested for curriculum studies, Paraskeva and the task force have begun to reorganize the field in a way that recognizes decolonizing knowledges and traditions as fundamental in approaching the curriculum question: what knowledges are of most worth? Recognizing the colonial relation as the fundamental historical event shaping knowledge production, Paraskeva frames the task force’s initial efforts here as a necessary decolonizing move that reaches backwards historically to renew the field.» (James C. Jupp, Georgia Southern University)Table of ContentsJoão M. Paraskeva: The Curriculum: Whose Internationalization? – Boaventura de Sousa Santos: Beyond Abyssal Thinking: From Global Lines to Ecologies of Knowledges – João M. Paraskeva: Curriculum: The Need for a Radical Copresence – Todd Alan Price: Las Etapas de la Educación y Revolución: Literacy, Communism, and Democracy from Raúl Ferrer to Tao Xingzhi – Seungho Moon: Tasanhak, Korean Neo-Confucianism, and Curriculum Studies: Complicating Conversations in Human Nature, Knowledge, and Justice – Andrea Baldwin: The Internationalization of Curriculum Studies: The Contribution of Jamaica’s Marcus Mosiah Garvey – Dinny Risri Aletheiani: Indonesian Curriculum Theorist: Ki Hadjar Dewantara – Kaoru Miyazawa: In the Third Moment in Curriculum Studies: A Dialogue Between Seikatsu Tsuzurikata and Critical Pedagogy – Oksana Jackim: Anton Semyonovich Makarenko, A Few Western Myths Debunked – Elizabeth Janson/João M. Paraskeva: Curriculum Counterstrokes and Strokes: Swimming in Nonexistent Epistemological Rivers Dialoguing with Sousa Santos – João M. Paraskeva: Itinerant Curriculum Theory: A Reiteration.

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Book SynopsisThe Curriculum: Whose Internationalization? asks a series of important questions in the re-examination of the internationalization of curriculum studies. It reflects the work of the Internationalization of Curriculum Studies Task Force created at the American Association for the Advancement of Curriculum Studies annual meeting in New Orleans in 2011 in the context of new theoretical avenues such as the Itinerant Curriculum Theory (ICT) to help address issues related to the problematic nature of internationalization and globalization.Trade Review«The book in your hands signals the birth of Post-Epistemicidal Curriculum Studies. As powerfully demonstrated here, the Internationalization of Curriculum Studies Task Force of the American Association for the Advancement of Curriculum Studies boldly grounds the field in a critical creolization Contributors to this volume dialogue with texts and traditions otherwise unseen or erased by normative constructs and parochial attachments to a local academic milieu. Implicitly acknowledging critiques of an ‘American canon’ of curriculum studies as erasing parallel epistemologies and practices in a centuries-long tsunami of colonial dominance, these authors study and translate material from non-Western, nonwhite scholars; they interrogate their own positionalities, geo-economic status, and professional commitments, inside and outside of complex, hybrid identities and memberships in overlapping, as well as distinct, communities. The collective accomplishment establishes curriculum studies as an ethical stance upon the world – at once trans-national, post-cultural, and alter-global, while committed to recognition and countering dispossession.» (Peter Appelbaum, Director of Disciplinary and Transdisciplinary Programs, Arcadia University; President, The American Association for the Advancement of Curriculum Studies) «At the eleventh annual meeting of the American Association for the Advancement of Curriculum Studies (AAACS) in New Orleans in 2011, the Internationalization of Curriculum Studies Task Force made an important and radical move in the internationalization of curriculum studies. Following the epistemological work of Southern theorists such as Boaventura de Sousa Santos, Enrique Dussel, Walter Mignolo, Raewyn Connell, Fernando Coroníl, and Gayatri Spivak, João M. Paraskeva and the task force began a bold and ambitious project to remediate a Statesian- and Anglophone-dominated curriculum studies field. Radical in its conceptions and the new directions suggested for curriculum studies, Paraskeva and the task force have begun to reorganize the field in a way that recognizes decolonizing knowledges and traditions as fundamental in approaching the curriculum question: what knowledges are of most worth? Recognizing the colonial relation as the fundamental historical event shaping knowledge production, Paraskeva frames the task force’s initial efforts here as a necessary decolonizing move that reaches backwards historically to renew the field.» (James C. Jupp, Georgia Southern University)«The book in your hands signals the birth of Post-Epistemicidal Curriculum Studies. As powerfully demonstrated here, the Internationalization of Curriculum Studies Task Force of the American Association for the Advancement of Curriculum Studies boldly grounds the field in a critical creolization Contributors to this volume dialogue with texts and traditions otherwise unseen or erased by normative constructs and parochial attachments to a local academic milieu. Implicitly acknowledging critiques of an ‘American canon’ of curriculum studies as erasing parallel epistemologies and practices in a centuries-long tsunami of colonial dominance, these authors study and translate material from non-Western, nonwhite scholars; they interrogate their own positionalities, geo-economic status, and professional commitments, inside and outside of complex, hybrid identities and memberships in overlapping, as well as distinct, communities. The collective accomplishment establishes curriculum studies as an ethical stance upon the world – at once trans-national, post-cultural, and alter-global, while committed to recognition and countering dispossession.» (Peter Appelbaum, Director of Disciplinary and Transdisciplinary Programs, Arcadia University; President, The American Association for the Advancement of Curriculum Studies) «At the eleventh annual meeting of the American Association for the Advancement of Curriculum Studies (AAACS) in New Orleans in 2011, the Internationalization of Curriculum Studies Task Force made an important and radical move in the internationalization of curriculum studies. Following the epistemological work of Southern theorists such as Boaventura de Sousa Santos, Enrique Dussel, Walter Mignolo, Raewyn Connell, Fernando Coroníl, and Gayatri Spivak, João M. Paraskeva and the task force began a bold and ambitious project to remediate a Statesian- and Anglophone-dominated curriculum studies field. Radical in its conceptions and the new directions suggested for curriculum studies, Paraskeva and the task force have begun to reorganize the field in a way that recognizes decolonizing knowledges and traditions as fundamental in approaching the curriculum question: what knowledges are of most worth? Recognizing the colonial relation as the fundamental historical event shaping knowledge production, Paraskeva frames the task force’s initial efforts here as a necessary decolonizing move that reaches backwards historically to renew the field.» (James C. Jupp, Georgia Southern University)Table of ContentsJoão M. Paraskeva: The Curriculum: Whose Internationalization? – Boaventura de Sousa Santos: Beyond Abyssal Thinking: From Global Lines to Ecologies of Knowledges – João M. Paraskeva: Curriculum: The Need for a Radical Copresence – Todd Alan Price: Las Etapas de la Educación y Revolución: Literacy, Communism, and Democracy from Raúl Ferrer to Tao Xingzhi – Seungho Moon: Tasanhak, Korean Neo-Confucianism, and Curriculum Studies: Complicating Conversations in Human Nature, Knowledge, and Justice – Andrea Baldwin: The Internationalization of Curriculum Studies: The Contribution of Jamaica’s Marcus Mosiah Garvey – Dinny Risri Aletheiani: Indonesian Curriculum Theorist: Ki Hadjar Dewantara – Kaoru Miyazawa: In the Third Moment in Curriculum Studies: A Dialogue Between Seikatsu Tsuzurikata and Critical Pedagogy – Oksana Jackim: Anton Semyonovich Makarenko, A Few Western Myths Debunked – Elizabeth Janson/João M. Paraskeva: Curriculum Counterstrokes and Strokes: Swimming in Nonexistent Epistemological Rivers Dialoguing with Sousa Santos – João M. Paraskeva: Itinerant Curriculum Theory: A Reiteration.

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Book SynopsisMyths and metaphors share not only an ability to call our attention to aspects of our world of which we were previously unaware, but also a propensity toward symbolic meanings and interpretations. In Existential Philosophy and the Promise of Education: Learning from Myths and Metaphors, Professor Gordon draws on some well-known myths and metaphors of various Existentialist thinkers and writers as a lens and an interpretative framework with which to explore a variety of issues in philosophy of education. His book argues that symbolic or metaphorical interpretations can offer us representations of problems in education that go beyond what we can gain when we consider them only in their literal sense. Existential Philosophy and the Promise of Education is an excellent classroom text for a variety of foundations courses, including the Philosophy of Education.Trade Review«Mordechai Gordon exemplifies the best in contemporary philosophy of education. He writes clearly, imaginatively, and persuasively on the value of thinking deeply about education and schooling. In this remarkable book – one of the only books relating existentialism to education – Gordon offers several potent cases where existential writers are useful and important in addressing current educational issues. Philosophers of Education are only one of several audiences for this impressive collection of essays. Practicing teachers and educational policy makers, as well as any other serious person committed to quality education, would benefit from Gordon’s scholarship. He sheds a fresh and more probing light on such problems as: the working conditions of teachers, the standardization of curriculum and assessment, the limits and possibilities of technology, the effects of negative educational authority on the teaching-learning relationship, and the need to envision schools as democratic spaces/places from which to build a common world.» (Wendy Kohli, Professor Emerita, Fairfield University, Author of Critical Conversations in Philosophy of Education and Feminisms and Educational Research)«Mordechai Gordon exemplifies the best in contemporary philosophy of education. He writes clearly, imaginatively, and persuasively on the value of thinking deeply about education and schooling. In this remarkable book – one of the only books relating existentialism to education – Gordon offers several potent cases where existential writers are useful and important in addressing current educational issues. Philosophers of Education are only one of several audiences for this impressive collection of essays. Practicing teachers and educational policy makers, as well as any other serious person committed to quality education, would benefit from Gordon’s scholarship. He sheds a fresh and more probing light on such problems as: the working conditions of teachers, the standardization of curriculum and assessment, the limits and possibilities of technology, the effects of negative educational authority on the teaching-learning relationship, and the need to envision schools as democratic spaces/places from which to build a common world.» (Wendy Kohli, Professor Emerita, Fairfield University, Author of Critical Conversations in Philosophy of Education and Feminisms and Educational Research)Table of ContentsContents: Teachers as Absurd Heroes: Camus’ Sisyphus and the Promise of Rebellion – Education as Empowerment: Exploring Dostoyevsky’s Notion of ‘the Underground’ – Kafka’s The Metamorphosis and the Challenge of Relating to Strangers – Negotiating Contingency: Sartre’s Nausea and the Possibility of Losing Control in a Technological World – Nietzsche on the Significance of Learning about the Past – Martin Buber’s Metaphor of ‘Starting from Above’ and the Issue of Educational Authority – Hannah Arendt’s Concept of the ‘Banality of Evil’: On Thoughtlessness in Education – Maxine Greene, Opening Spaces, and Education for Freedom.

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Book SynopsisMyths and metaphors share not only an ability to call our attention to aspects of our world of which we were previously unaware, but also a propensity toward symbolic meanings and interpretations. In Existential Philosophy and the Promise of Education: Learning from Myths and Metaphors, Professor Gordon draws on some well-known myths and metaphors of various Existentialist thinkers and writers as a lens and an interpretative framework with which to explore a variety of issues in philosophy of education. His book argues that symbolic or metaphorical interpretations can offer us representations of problems in education that go beyond what we can gain when we consider them only in their literal sense. Existential Philosophy and the Promise of Education is an excellent classroom text for a variety of foundations courses, including the Philosophy of Education.Trade Review«Mordechai Gordon exemplifies the best in contemporary philosophy of education. He writes clearly, imaginatively, and persuasively on the value of thinking deeply about education and schooling. In this remarkable book – one of the only books relating existentialism to education – Gordon offers several potent cases where existential writers are useful and important in addressing current educational issues. Philosophers of Education are only one of several audiences for this impressive collection of essays. Practicing teachers and educational policy makers, as well as any other serious person committed to quality education, would benefit from Gordon’s scholarship. He sheds a fresh and more probing light on such problems as: the working conditions of teachers, the standardization of curriculum and assessment, the limits and possibilities of technology, the effects of negative educational authority on the teaching-learning relationship, and the need to envision schools as democratic spaces/places from which to build a common world.» (Wendy Kohli, Professor Emerita, Fairfield University, Author of Critical Conversations in Philosophy of Education and Feminisms and Educational Research)«Mordechai Gordon exemplifies the best in contemporary philosophy of education. He writes clearly, imaginatively, and persuasively on the value of thinking deeply about education and schooling. In this remarkable book – one of the only books relating existentialism to education – Gordon offers several potent cases where existential writers are useful and important in addressing current educational issues. Philosophers of Education are only one of several audiences for this impressive collection of essays. Practicing teachers and educational policy makers, as well as any other serious person committed to quality education, would benefit from Gordon’s scholarship. He sheds a fresh and more probing light on such problems as: the working conditions of teachers, the standardization of curriculum and assessment, the limits and possibilities of technology, the effects of negative educational authority on the teaching-learning relationship, and the need to envision schools as democratic spaces/places from which to build a common world.» (Wendy Kohli, Professor Emerita, Fairfield University, Author of Critical Conversations in Philosophy of Education and Feminisms and Educational Research)Table of ContentsContents: Teachers as Absurd Heroes: Camus’ Sisyphus and the Promise of Rebellion – Education as Empowerment: Exploring Dostoyevsky’s Notion of ‘the Underground’ – Kafka’s The Metamorphosis and the Challenge of Relating to Strangers – Negotiating Contingency: Sartre’s Nausea and the Possibility of Losing Control in a Technological World – Nietzsche on the Significance of Learning about the Past – Martin Buber’s Metaphor of ‘Starting from Above’ and the Issue of Educational Authority – Hannah Arendt’s Concept of the ‘Banality of Evil’: On Thoughtlessness in Education – Maxine Greene, Opening Spaces, and Education for Freedom.

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Book SynopsisWith the contradictions of capitalism heightening and intensifying, and with new social movements spreading across the globe, revolutionary transformation is once again on the agenda. For radicals, the most pressing question is: How can we transform ourselves and our world into something else, something just? In Marx, Capital, and Education, Curry Stephenson Malott and Derek R. Ford develop a critical pedagogy of becoming that is concerned with precisely this question. The authors boldly investigate the movement toward communism and the essential role that critical pedagogy can play in this transition. Performing a novel and educational reading of Karl Marx and radical theorists and activists, Malott and Ford present a critical understanding of the past and present, of the underlying logics and (often opaque) forces that determine the world-historical moment. Yet Malott and Ford are equally concerned with examining the specific ways in which we can teach, learn, study, and strugTrade Review«In Marx, Capital, and Education, Malott and Ford advance one of the boldest and [most] unmitigated analyses of education in the history of the field. Their unflinching and scholarly critique of the relationship between capitalism and compulsory education helps to reground the field of critical pedagogy, framing a renewed ‘revolutionary Marxist pedagogy.’ Their careful undertaking of Marx and contemporary scholars of Marx situate this text as a must-read across multiple disciplines including philosophy, political science, government, and education – a true classic in the making.» (Sandy Grande, Associate Professor and Chair, Education Department, Connecticut College) «This is an essential text for all of those interested in the continuing potential of Marxism as an analytic tool and as a political movement, with implications for critical pedagogy and a truly liberatory education. It traces the history of the use of Marxist theory in education in ways that are insightful, and it provides a key set of categories for reading and using Marx in a ‘postmodern’ age. A rare achievement in educational scholarship.» (Dennis Carlson, Full Professor, Department of Educational Leadership, Miami University) «This book boldly interrogates the internal contradictions of capital with the aim of galvanizing a critical pedagogy of becoming, a pedagogy capable of providing the conceptual and analytic resources necessary to locate and pry open spaces in education from which to push those contradictions to their breaking point so as to transform capitalism into communism. The authors patiently explain the dialectical logic of capital’s internal contradictions that incline capital towards self-negation, paying particular attention to capital’s compulsive quest for surplus value; they deepen this explanation with an exploration of Marx’s appropriation of dialectics from Hegel. Setting these explanations in motion and keeping capital’s thirst for surplus value firmly in view, Malott and Ford confront and intervene in some of the main debates related to education under capital, including the relation between educational labor and the reproduction of capitalist social relations, and the relation between race and class. This book propels forward the revolutionary struggle for liberation from class society.» (Deborah P. Kelsh, Professor of Teacher Education, The College of Saint Rose) «Malott and Ford point to the horizon of possibilities that open up when Marx is put back into Marxism. Their bold advocacy of critical pedagogy as a self-conscious movement towards communism is a welcome antidote to the bourgeois fluff that has come to pass as ‘critical’ in education for too long. Marx, Capital, and Education is written by revolutionary educators for revolutionary educators.» (Grant Banfield, Lecturer, Faculty of Education, Humanities and Law, Flinders University, South Australia) «Malott and Ford present a rigorous theoretical framework grounded in the actual practice of communist movement(s). Their approach to educational pedagogy is a must-read for anyone with a radical consciousness seriously concerned with not just interpreting, but changing the world.» (Eugene Puryear, author of Shackled and Chained: Mass Incarceration in Capitalist America; Organizer with the ANSWER Coalition) «Malott and Ford in this exceptional work place capitalism ‘squarely within the crosshairs.’ Vague talk concerning issues of social justice is replaced with concrete explorations of our present historical moment within the horizon of communism and educators’ place in moving toward that horizon within a process of a critical pedagogy of becoming. This book will move critical thinkers toward the horizon. It is about time.» «In Marx, Capital, and Education, Malott and Ford advance one of the boldest and [most] unmitigated analyses of education in the history of the field. Their unflinching and scholarly critique of the relationship between capitalism and compulsory education helps to reground the field of critical pedagogy, framing a renewed ‘revolutionary Marxist pedagogy.’ Their careful undertaking of Marx and contemporary scholars of Marx situate this text as a must-read across multiple disciplines including philosophy, political science, government, and education – a true classic in the making.» (Sandy Grande, Associate Professor and Chair, Education Department, Connecticut College) «This is an essential text for all of those interested in the continuing potential of Marxism as an analytic tool and as a political movement, with implications for critical pedagogy and a truly liberatory education. It traces the history of the use of Marxist theory in education in ways that are insightful, and it provides a key set of categories for reading and using Marx in a ‘postmodern’ age. A rare achievement in educational scholarship.» (Dennis Carlson, Full Professor, Department of Educational Leadership, Miami University) «This book boldly interrogates the internal contradictions of capital with the aim of galvanizing a critical pedagogy of becoming, a pedagogy capable of providing the conceptual and analytic resources necessary to locate and pry open spaces in education from which to push those contradictions to their breaking point so as to transform capitalism into communism. The authors patiently explain the dialectical logic of capital’s internal contradictions that incline capital towards self-negation, paying particular attention to capital’s compulsive quest for surplus value; they deepen this explanation with an exploration of Marx’s appropriation of dialectics from Hegel. Setting these explanations in motion and keeping capital’s thirst for surplus value firmly in view, Malott and Ford confront and intervene in some of the main debates related to education under capital, including the relation between educational labor and the reproduction of capitalist social relations, and the relation between race and class. This book propels forward the revolutionary struggle for liberation from class society.» (Deborah P. Kelsh, Professor of Teacher Education, The College of Saint Rose) «Malott and Ford point to the horizon of possibilities that open up when Marx is put back into Marxism. Their bold advocacy of critical pedagogy as a self-conscious movement towards communism is a welcome antidote to the bourgeois fluff that has come to pass as ‘critical’ in education for too long. Marx, Capital, and Education is written by revolutionary educators for revolutionary educators.» (Grant Banfield, Lecturer, Faculty of Education, Humanities and Law, Flinders University, South Australia) «Malott and Ford present a rigorous theoretical framework grounded in the actual practice of communist movement(s). Their approach to educational pedagogy is a must-read for anyone with a radical consciousness seriously concerned with not just interpreting, but changing the world.» (Eugene Puryear, author of Shackled and Chained: Mass Incarceration in Capitalist America; Organizer with the ANSWER Coalition) «Malott and Ford in this exceptional work place capitalism ‘squarely within the crosshairs.’ Vague talk concerning issues of social justice is replaced with concrete explorations of our present historical moment within the horizon of communism and educators’ place in moving toward that horizon within a process of a critical pedagogy of becoming. This book will move critical thinkers toward the horizon. It is about time.» Table of ContentsContents: Becoming through Negation: Revisiting Marx’s Humanism – From Revolution to Counterrevolution and Back Again? The Global Class War and Becoming Communist – Becoming Communist in the Global Class War: Centering the Critique of the Gotha Programme – The «Cynical Recklessness» of Capital: Machinery, Becoming, and Revolutionary Marxist Social Studies Education – Teaching Ferguson, Teaching Capital: Slavery and the «Terrorist Energy» of Capital – Connecting «Economic Bondage« to «Personified Capital»: Another Step toward a Critical Pedagogy of Becoming.

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Book SynopsisCurriculum Studies Guidebooks treat the (Post)reconceptualization of curriculum studies. The huge corpus of literature reviewed in this volume reflect current issues and discussions dealing with education. This volume is about the intersections among curriculum studies, history, politics, multiculturalism, gender studies and literary studies. These theoretical frameworks will provide students in the field of education with the tools that they need to theorize around the concept of curriculum. This is an interdisciplinary book and might be of interest to students outside the field of education as well who are studying history, politics, multiculturalism, gender and literary studies. It could be used in such courses as curriculum studies; social foundations of education; philosophy of education; critical and contemporary issues in education; the history of American curriculum; the history of American education; and narrative inquiry in education. Outside the field of education, thTable of ContentsContents: Historical Curriculum Concepts, Part 1-3 – Political Curriculum Concepts – Multicultural Curriculum Concepts – Gender Curriculum Concepts – Literary Curriculum Concepts.

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Book SynopsisCurriculum Studies Guidebooks treat the (Post)reconceptualization of curriculum studies. The huge corpus of literature reviewed in this volume reflect current issues and discussions dealing with education. This volume is about the intersections among curriculum studies, history, politics, multiculturalism, gender studies and literary studies. These theoretical frameworks will provide students in the field of education with the tools that they need to theorize around the concept of curriculum. This is an interdisciplinary book and might be of interest to students outside the field of education as well who are studying history, politics, multiculturalism, gender and literary studies. It could be used in such courses as curriculum studies; social foundations of education; philosophy of education; critical and contemporary issues in education; the history of American curriculum; the history of American education; and narrative inquiry in education. Outside the field of education, thTable of ContentsContents: Historical Curriculum Concepts, Part 1-3 – Political Curriculum Concepts – Multicultural Curriculum Concepts – Gender Curriculum Concepts – Literary Curriculum Concepts.

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Book SynopsisCurriculum Studies Guidebooks treat the (Post)reconceptualization of curriculum studies. The literature reviewed in this volume reflects current issues and discussions taking place in education. This volume is about the intersections among curriculum studies and aesthetics; spirituality; cosmopolitanism; ecology; cultural studies; postcolonialism; poststructuralism; and psychoanalytic theory. These theoretical frameworks will provide students in the field of education with the tools that they need to theorize around the concept of curriculum. This is an interdisciplinary book that will be of interest to students outside the field of education who are studying aesthetics, spirituality, cosmopolitanism, ecology, cultural studies, postcolonialism, poststructuralism, and psychoanalytic theory. It could be used in such education courses as curriculum studies; social foundations of education; philosophy of education; cultural curriculum studies; critical and contemporary issues in eduTable of ContentsContents: Introduction – Aesthetic curriculum concepts – Spiritual curriculum concepts – Cosmopolitan curriculum concepts – Ecological curriculum concepts – Cultural studies curriculum concepts – Postcolonial curriculum concepts – Poststructural curriculum concepts – Psychoanalytic curriculum concepts.

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Book SynopsisCurriculum Studies Guidebooks treat the (Post)reconceptualization of curriculum studies. The literature reviewed in this volume reflects current issues and discussions taking place in education. This volume is about the intersections among curriculum studies and aesthetics; spirituality; cosmopolitanism; ecology; cultural studies; postcolonialism; poststructuralism; and psychoanalytic theory. These theoretical frameworks will provide students in the field of education with the tools that they need to theorize around the concept of curriculum. This is an interdisciplinary book that will be of interest to students outside the field of education who are studying aesthetics, spirituality, cosmopolitanism, ecology, cultural studies, postcolonialism, poststructuralism, and psychoanalytic theory. It could be used in such education courses as curriculum studies; social foundations of education; philosophy of education; cultural curriculum studies; critical and contemporary issues in eduTable of ContentsContents: Introduction – Aesthetic curriculum concepts – Spiritual curriculum concepts – Cosmopolitan curriculum concepts – Ecological curriculum concepts – Cultural studies curriculum concepts – Postcolonial curriculum concepts – Poststructural curriculum concepts – Psychoanalytic curriculum concepts.

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Book SynopsisPedagogy for Restoration seeks to understand the conditions leading to the destruction of Earth in order to discover pedagogy for restoration. As we degrade the planet we degrade ourselves and as we degrade ourselves we degrade the planet. Moral development and socialization significantly influence our participation in, construction of, or resistance to the systems of oppression that degrade us. The process of restorative education recognizes that humans are fundamentally good and moral and seeks to promote healthy moral development. We must help students meet their basic needs, center their own identities and experience, and simultaneously emphasize community and relationships to help them find a sense of purpose. These efforts facilitate social and ecological restoration by allowing students to reach a physical and emotional place that is conducive to learning and self-efficacy so that they may engage with whatever issues they find important in their own way and on their own tTrade Review«Central to David Krzesni’s Pedagogy for Restoration is the central question to a nation’s school system: education for what? He rightly critiques the ways in which dominant pedagogical approaches have normed historical amnesia and moral obtuseness to our detriment. Simultaneously, Krzesni assures us that it does not have to be this way any longer. Pedagogy for Restoration emboldens readers to remember the teachings of our ancestors, insisting that the purpose of education is not to escape suffering, but to end it.» (Jeff Duncan-Andrade, Associate Professor, Raza Studies & Education, San Francisco State University) «David Krzesni’s Pedagogy for Restoration is a deeply personal work that raises important questions about the relationship between social and ecological degradation. The book is incredibly timely as such questions and examinations are proving to be among the most trenchant of our time. Krzesni’s focus on the politics of hope, empathy, and moral education not only provides a unique frame through which to consider the structures of oppression and liberation but also offers students of education and social change what they have long asked for – a pedagogy of restoration.» (Sandy Grande, Associate Professor, Co-Chair, Education Department, Director, Center for the Comparative Study of Race and Ethnicity, Connecticut College) «At a time where much looks bleak for people and their relationships with themselves, others, and with the earth, we need narratives of renewal, purpose, and possibility. We need guides to remind ourselves of our own potential to heal broken relationships. In Pedagogy for Restoration, David Krzesni is such a guide. This book will challenge your identity as an educator and provide you with pathways for your own revitalization in connection with others.» (David A. Greenwood, Canada Research Chair in Environmental Education, Director, Centre for Place and Sustainability Studies, Faculty of Education, Lakehead University) «David Krzesni’s Pedagogy for Restoration is a well-researched piece of literature.… He suggests that education can be a powerful tool for effecting structural change, remaining deeply sensitive to mechanisms of oppression and discrimination, the power of language, and the need for a hope-based, informed approach to social change.… Krzesni cites research on human qualities such as empathy and altruism to highlight people’s innate propensity for caring and responsibility. He believes in the human capacity for change, and believes that, through structured guidance and governance, positive qualities can be emphasized and people can be encouraged to act on these characteristics. While acknowledging the limitation to human love, empathy, and prosocial behavior, Krzesni argues that, with the right social conditions and with practices of nurturing and empowerment (especially in formative years), people’s capacity to carry out a ‘pedagogy for restoration’ is possible.» (Samuel P. Oliner, Co-author (with Pearl Oliner) of The Altruistic Personality and Toward a Caring Society; Author of Altruism, Intergroup Apology, Forgiveness, and Reconciliation and The Nature of Good and Evil) «In this book by David Krzesni, a powerful new moral voice addresses the intersection of environmental education, social justice, and human rights. Boldly affirming both critical social theory and human moral potentials to overcome every exclusion, this bracing and exacting fugue freshly points out melodies of deepest humanity, hearing voices that unite ecology and people in powerful harmonies. It should be required/inspired reading (listening, singing) for the next generation of critical socio-environmental change agents.»«Central to David Krzesni’s Pedagogy for Restoration is the central question to a nation’s school system: education for what? He rightly critiques the ways in which dominant pedagogical approaches have normed historical amnesia and moral obtuseness to our detriment. Simultaneously, Krzesni assures us that it does not have to be this way any longer. Pedagogy for Restoration emboldens readers to remember the teachings of our ancestors, insisting that the purpose of education is not to escape suffering, but to end it.» (Jeff Duncan-Andrade, Associate Professor, Raza Studies & Education, San Francisco State University) «David Krzesni’s Pedagogy for Restoration is a deeply personal work that raises important questions about the relationship between social and ecological degradation. The book is incredibly timely as such questions and examinations are proving to be among the most trenchant of our time. Krzesni’s focus on the politics of hope, empathy, and moral education not only provides a unique frame through which to consider the structures of oppression and liberation but also offers students of education and social change what they have long asked for – a pedagogy of restoration.» (Sandy Grande, Associate Professor, Co-Chair, Education Department, Director, Center for the Comparative Study of Race and Ethnicity, Connecticut College) «At a time where much looks bleak for people and their relationships with themselves, others, and with the earth, we need narratives of renewal, purpose, and possibility. We need guides to remind ourselves of our own potential to heal broken relationships. In Pedagogy for Restoration, David Krzesni is such a guide. This book will challenge your identity as an educator and provide you with pathways for your own revitalization in connection with others.» (David A. Greenwood, Canada Research Chair in Environmental Education, Director, Centre for Place and Sustainability Studies, Faculty of Education, Lakehead University) «David Krzesni’s Pedagogy for Restoration is a well-researched piece of literature.… He suggests that education can be a powerful tool for effecting structural change, remaining deeply sensitive to mechanisms of oppression and discrimination, the power of language, and the need for a hope-based, informed approach to social change.… Krzesni cites research on human qualities such as empathy and altruism to highlight people’s innate propensity for caring and responsibility. He believes in the human capacity for change, and believes that, through structured guidance and governance, positive qualities can be emphasized and people can be encouraged to act on these characteristics. While acknowledging the limitation to human love, empathy, and prosocial behavior, Krzesni argues that, with the right social conditions and with practices of nurturing and empowerment (especially in formative years), people’s capacity to carry out a ‘pedagogy for restoration’ is possible.» (Samuel P. Oliner, Co-author (with Pearl Oliner) of The Altruistic Personality and Toward a Caring Society; Author of Altruism, Intergroup Apology, Forgiveness, and Reconciliation and The Nature of Good and Evil) «In this book by David Krzesni, a powerful new moral voice addresses the intersection of environmental education, social justice, and human rights. Boldly affirming both critical social theory and human moral potentials to overcome every exclusion, this bracing and exacting fugue freshly points out melodies of deepest humanity, hearing voices that unite ecology and people in powerful harmonies. It should be required/inspired reading (listening, singing) for the next generation of critical socio-environmental change agents.»Table of ContentsContents: Environmental Education – Oppression – Empathy – Morality – Social Influence and Individual Difference – Pedagogy of Basic Needs – Pedagogy of Identity – Pedagogy of Purpose – Insights for Environmental Education.

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Book SynopsisPedagogy for Restoration seeks to understand the conditions leading to the destruction of Earth in order to discover pedagogy for restoration. As we degrade the planet we degrade ourselves and as we degrade ourselves we degrade the planet. Moral development and socialization significantly influence our participation in, construction of, or resistance to the systems of oppression that degrade us. The process of restorative education recognizes that humans are fundamentally good and moral and seeks to promote healthy moral development. We must help students meet their basic needs, center their own identities and experience, and simultaneously emphasize community and relationships to help them find a sense of purpose. These efforts facilitate social and ecological restoration by allowing students to reach a physical and emotional place that is conducive to learning and self-efficacy so that they may engage with whatever issues they find important in their own way and on their own tTrade Review«Central to David Krzesni’s Pedagogy for Restoration is the central question to a nation’s school system: education for what? He rightly critiques the ways in which dominant pedagogical approaches have normed historical amnesia and moral obtuseness to our detriment. Simultaneously, Krzesni assures us that it does not have to be this way any longer. Pedagogy for Restoration emboldens readers to remember the teachings of our ancestors, insisting that the purpose of education is not to escape suffering, but to end it.» (Jeff Duncan-Andrade, Associate Professor, Raza Studies & Education, San Francisco State University) «David Krzesni’s Pedagogy for Restoration is a deeply personal work that raises important questions about the relationship between social and ecological degradation. The book is incredibly timely as such questions and examinations are proving to be among the most trenchant of our time. Krzesni’s focus on the politics of hope, empathy, and moral education not only provides a unique frame through which to consider the structures of oppression and liberation but also offers students of education and social change what they have long asked for – a pedagogy of restoration.» (Sandy Grande, Associate Professor, Co-Chair, Education Department, Director, Center for the Comparative Study of Race and Ethnicity, Connecticut College) «At a time where much looks bleak for people and their relationships with themselves, others, and with the earth, we need narratives of renewal, purpose, and possibility. We need guides to remind ourselves of our own potential to heal broken relationships. In Pedagogy for Restoration, David Krzesni is such a guide. This book will challenge your identity as an educator and provide you with pathways for your own revitalization in connection with others.» (David A. Greenwood, Canada Research Chair in Environmental Education, Director, Centre for Place and Sustainability Studies, Faculty of Education, Lakehead University) «David Krzesni’s Pedagogy for Restoration is a well-researched piece of literature.… He suggests that education can be a powerful tool for effecting structural change, remaining deeply sensitive to mechanisms of oppression and discrimination, the power of language, and the need for a hope-based, informed approach to social change.… Krzesni cites research on human qualities such as empathy and altruism to highlight people’s innate propensity for caring and responsibility. He believes in the human capacity for change, and believes that, through structured guidance and governance, positive qualities can be emphasized and people can be encouraged to act on these characteristics. While acknowledging the limitation to human love, empathy, and prosocial behavior, Krzesni argues that, with the right social conditions and with practices of nurturing and empowerment (especially in formative years), people’s capacity to carry out a ‘pedagogy for restoration’ is possible.» (Samuel P. Oliner, Co-author (with Pearl Oliner) of The Altruistic Personality and Toward a Caring Society; Author of Altruism, Intergroup Apology, Forgiveness, and Reconciliation and The Nature of Good and Evil) «In this book by David Krzesni, a powerful new moral voice addresses the intersection of environmental education, social justice, and human rights. Boldly affirming both critical social theory and human moral potentials to overcome every exclusion, this bracing and exacting fugue freshly points out melodies of deepest humanity, hearing voices that unite ecology and people in powerful harmonies. It should be required/inspired reading (listening, singing) for the next generation of critical socio-environmental change agents.»«Central to David Krzesni’s Pedagogy for Restoration is the central question to a nation’s school system: education for what? He rightly critiques the ways in which dominant pedagogical approaches have normed historical amnesia and moral obtuseness to our detriment. Simultaneously, Krzesni assures us that it does not have to be this way any longer. Pedagogy for Restoration emboldens readers to remember the teachings of our ancestors, insisting that the purpose of education is not to escape suffering, but to end it.» (Jeff Duncan-Andrade, Associate Professor, Raza Studies & Education, San Francisco State University) «David Krzesni’s Pedagogy for Restoration is a deeply personal work that raises important questions about the relationship between social and ecological degradation. The book is incredibly timely as such questions and examinations are proving to be among the most trenchant of our time. Krzesni’s focus on the politics of hope, empathy, and moral education not only provides a unique frame through which to consider the structures of oppression and liberation but also offers students of education and social change what they have long asked for – a pedagogy of restoration.» (Sandy Grande, Associate Professor, Co-Chair, Education Department, Director, Center for the Comparative Study of Race and Ethnicity, Connecticut College) «At a time where much looks bleak for people and their relationships with themselves, others, and with the earth, we need narratives of renewal, purpose, and possibility. We need guides to remind ourselves of our own potential to heal broken relationships. In Pedagogy for Restoration, David Krzesni is such a guide. This book will challenge your identity as an educator and provide you with pathways for your own revitalization in connection with others.» (David A. Greenwood, Canada Research Chair in Environmental Education, Director, Centre for Place and Sustainability Studies, Faculty of Education, Lakehead University) «David Krzesni’s Pedagogy for Restoration is a well-researched piece of literature.… He suggests that education can be a powerful tool for effecting structural change, remaining deeply sensitive to mechanisms of oppression and discrimination, the power of language, and the need for a hope-based, informed approach to social change.… Krzesni cites research on human qualities such as empathy and altruism to highlight people’s innate propensity for caring and responsibility. He believes in the human capacity for change, and believes that, through structured guidance and governance, positive qualities can be emphasized and people can be encouraged to act on these characteristics. While acknowledging the limitation to human love, empathy, and prosocial behavior, Krzesni argues that, with the right social conditions and with practices of nurturing and empowerment (especially in formative years), people’s capacity to carry out a ‘pedagogy for restoration’ is possible.» (Samuel P. Oliner, Co-author (with Pearl Oliner) of The Altruistic Personality and Toward a Caring Society; Author of Altruism, Intergroup Apology, Forgiveness, and Reconciliation and The Nature of Good and Evil) «In this book by David Krzesni, a powerful new moral voice addresses the intersection of environmental education, social justice, and human rights. Boldly affirming both critical social theory and human moral potentials to overcome every exclusion, this bracing and exacting fugue freshly points out melodies of deepest humanity, hearing voices that unite ecology and people in powerful harmonies. It should be required/inspired reading (listening, singing) for the next generation of critical socio-environmental change agents.»Table of ContentsContents: Environmental Education – Oppression – Empathy – Morality – Social Influence and Individual Difference – Pedagogy of Basic Needs – Pedagogy of Identity – Pedagogy of Purpose – Insights for Environmental Education.

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Book SynopsisLearning from Bad Practice in Environmental and Sustainability Education illuminates the notion of bad practice from the perspective of environmental and sustainability education (ESE) and how it is possible to learn from it in order to avoid the relentless pitfalls and blind spots that are part of any educational field. Combining lessons from Danish and South Korean NGOs involved in both formal and non-formal ESE with emerging theoretical perspectives on education, the important question is: Why do practitioners, educators and researchers have such a hard time dealing with the challenges of bad practice and is it possible to understand bad practice as not only something that mars the educational purpose of ESE, but also as something that at the same time protects the very ideals we find in the fields. Through empirical analysis, and theoretical perspectives from Jacques Lacan and Slavoj Slavoj Žižek, Learning from Bad Practice in Environmental and Sustainability EducatTable of ContentsAcknowledgments – Bad Practice? – Danish and South Korean Environmental and Climate Change NGOs – Why Educators Engage with Non-Formal ESE – The Significance of ESE Ideals – Understanding Fields of Learning – New Perspectives on Bad Practice – Learning from Bad Practice.

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Book SynopsisLearning from Bad Practice in Environmental and Sustainability Education illuminates the notion of bad practice from the perspective of environmental and sustainability education (ESE) and how it is possible to learn from it in order to avoid the relentless pitfalls and blind spots that are part of any educational field. Combining lessons from Danish and South Korean NGOs involved in both formal and non-formal ESE with emerging theoretical perspectives on education, the important question is: Why do practitioners, educators and researchers have such a hard time dealing with the challenges of bad practice and is it possible to understand bad practice as not only something that mars the educational purpose of ESE, but also as something that at the same time protects the very ideals we find in the fields. Through empirical analysis, and theoretical perspectives from Jacques Lacan and Slavoj Slavoj Žižek, Learning from Bad Practice in Environmental and Sustainability EducatTable of ContentsAcknowledgments – Bad Practice? – Danish and South Korean Environmental and Climate Change NGOs – Why Educators Engage with Non-Formal ESE – The Significance of ESE Ideals – Understanding Fields of Learning – New Perspectives on Bad Practice – Learning from Bad Practice.

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Book SynopsisChildren's Environmental Identity Development: Negotiating Inner and Outer Tensions in Natural World Socialization draws inspiration from environmental education, education for sustainability, environmental psychology, sociology, and child development to propose a theoretical framework for considering how children's identity in/with/for nature evolves through formative experiences. The natural world socialization of young children considers not only how the natural environment affects the growth and development of young children but also how children shape and influence natural settings. Such childhood relations with the environment are explicitly linked to familial, sociocultural, geographical, and educational contexts. While the book is theoretical and will be of interest to academics and students, the use of accessible language, vignettes, and figures will make it useful to teachers, policy-makers, parents, and others genuinely concerned with children's relationships witTrade Review"For everyone who seeks to connect young people with the natural world, Carie Green focuses our attention on a central question: How does an environmental identity of connection and care for nature develop during infancy, childhood, and youth? She has pondered this question at length, drawing on her own research and the work of others, and presents her reflections through a combination of research reviews and observations of children in nature covering different ages, different cultures, and different settings for social and environmental learning. A broad spectrum of readers will find much that is useful here—other researchers, parents, teachers, and staff in parks, nature centers, and institutions of all kinds that bring children and nature together." —Louise Chawla, Professor Emerita, University of Colorado Boulder“Environmental identity is a cornerstone of acting for sustainable futures, and at this globally perilous time, Carie Green offers unique insights into environmental identity development. She creates a compelling model drawn from psychosocial theory and evocative research narratives. This is an engaging and accessible publication that offers provocations for both researchers and practitioners.” —Sue Elliott, Senior Lecturer and Course Co-ordinator in Early Childhood Education, School of Education, University of New England, Armidale NSW Australia"Carie Green offers unique and thought-provoking insights into children’s environmental identity development. Her work on a timely topic is well-researched and masterfully presented. Green not only offers information about environmental identity, but also offers guidance on what to do with that information. Her concerns and hopes for children and the natural world are evident throughout the text. I highly recommend this book to readers from multiple disciplines and with a variety of interests." —Ruth Wilson, Professor Emerita, Bowling Green State University, Bowling Green, OH, and Research Library Curator, Children and Nature NetworkTable of ContentsList of Illustrations – Acknowledgments – Preface – A Model for Environmental Identity Development – Trust in Nature vs. Mistrust in Nature – Spatial Autonomy vs. Environmental Shame – Environmental Competency vs. Environmental Disdain – Environmental Action vs. Environmental Harm – Methodologies and Methods for Environmental Identity – Development Research – Diverse Observations of EID – Contributor Biographies.

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Book SynopsisChildren's Environmental Identity Development: Negotiating Inner and Outer Tensions in Natural World Socialization draws inspiration from environmental education, education for sustainability, environmental psychology, sociology, and child development to propose a theoretical framework for considering how children's identity in/with/for nature evolves through formative experiences. The natural world socialization of young children considers not only how the natural environment affects the growth and development of young children but also how children shape and influence natural settings. Such childhood relations with the environment are explicitly linked to familial, sociocultural, geographical, and educational contexts. While the book is theoretical and will be of interest to academics and students, the use of accessible language, vignettes, and figures will make it useful to teachers, policy-makers, parents, and others genuinely concerned with children's relationships witTrade Review“Environmental identity is a cornerstone of acting for sustainable futures, and at this globally perilous time, Carie Green offers unique insights into environmental identity development. She creates a compelling model drawn from psychosocial theory and evocative research narratives. This is an engaging and accessible publication that offers provocations for both researchers and practitioners.” —Sue Elliott, Senior Lecturer and Course Co-ordinator in Early Childhood Education, School of Education, University of New England, Armidale NSW Australia"Carie Green offers unique and thought-provoking insights into children’s environmental identity development. Her work on a timely topic is well-researched and masterfully presented. Green not only offers information about environmental identity, but also offers guidance on what to do with that information. Her concerns and hopes for children and the natural world are evident throughout the text. I highly recommend this book to readers from multiple disciplines and with a variety of interests." —Ruth Wilson, Professor Emerita, Bowling Green State University, Bowling Green, OH, and Research Library Curator, Children and Nature Network"For everyone who seeks to connect young people with the natural world, Carie Green focuses our attention on a central question: How does an environmental identity of connection and care for nature develop during infancy, childhood, and youth? She has pondered this question at length, drawing on her own research and the work of others, and presents her reflections through a combination of research reviews and observations of children in nature covering different ages, different cultures, and different settings for social and environmental learning. A broad spectrum of readers will find much that is useful here—other researchers, parents, teachers, and staff in parks, nature centers, and institutions of all kinds that bring children and nature together." —Louise Chawla, Professor Emerita, University of Colorado BoulderTable of ContentsList of Illustrations – Acknowledgments – Preface – A Model for Environmental Identity Development – Trust in Nature vs. Mistrust in Nature – Spatial Autonomy vs. Environmental Shame – Environmental Competency vs. Environmental Disdain – Environmental Action vs. Environmental Harm – Methodologies and Methods for Environmental Identity – Development Research – Diverse Observations of EID – Contributor Biographies.

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Book SynopsisCritical pedagogy, political economics, and aesthetic theory combine with dialectical and materialist understandings of science, society, and revolutionary politics to develop the most radical goals of society and education. In Philosophy and Critical Pedagogy: Insurrection and Commonwealth, Marcuse's hitherto misunderstood and neglected philosophy of labor is reconsidered, resulting in a labor theory of ethics. This develops commonwealth criteria of judgment regarding the real and enduring economic and political possibilities that concretely encompass all of our engagement and action. Marcuse's newly discovered 1974 Paris Lectures are examined and the theories of Georg Lukács and Ernest Manheim contextualize the analysis to permit a critical assessment of the nature of dialectical methodology today. Revolutionary strategy and a common-ground political program against intensifying inequalities of class, race, and gender comprise the book's commonwealth counter-offensive.Trade Review«We live in a time of great unrest. The effects of racism, economic exploitation, and other forms of social oppression are beginning to be contested in many pockets of our society. In these times, Charles Reitz’s new book is a must-read for those who are seeking a new theoretical framework for addressing recent structures and mechanisms of alienation and exploitation. This book provides us with a history of dialectics as well as insights into how dialectical thinking can help us grasp and transform our society. The conversation created between Marx, Marcuse, and Manheim is very informative. One of the greatest contributions by Reitz is his rethinking of the idea of commonwealth. Those of us who are interested in further developing our democratic experiment will gain much from this book.» (Arnold L. Farr, Professor of Philosophy, University of Kentucky) «Reitz’s groundbreaking essays, engaging the work of Marx, Marcuse, and Manheim, demonstrate how we might reformulate our relationship with labor, a central component of a liberated society. Reitz provides hope that we can develop, through critical education, an emancipatory consciousness and the radical praxis from which a liberated society may emerge.» (Sarah Surak, Assistant Professor, Departments of Political Science and Environmental Studies, Salisbury University, Maryland) «This volume persuasively restores philosophy to its rightful and necessary place in education. From investigations of historical experience, through critiques of conservative figures, Reitz arrives at new ways critical theory can revive our entire culture. And this is achieved with such clarity and resolve that the reader comes away understanding socialist humanism could save us after all.» (Fred Whitehead, co-editor, Freethought on the American Frontier)«We live in a time of great unrest. The effects of racism, economic exploitation, and other forms of social oppression are beginning to be contested in many pockets of our society. In these times, Charles Reitz’s new book is a must-read for those who are seeking a new theoretical framework for addressing recent structures and mechanisms of alienation and exploitation. This book provides us with a history of dialectics as well as insights into how dialectical thinking can help us grasp and transform our society. The conversation created between Marx, Marcuse, and Manheim is very informative. One of the greatest contributions by Reitz is his rethinking of the idea of commonwealth. Those of us who are interested in further developing our democratic experiment will gain much from this book.» (Arnold L. Farr, Professor of Philosophy, University of Kentucky) «Reitz’s groundbreaking essays, engaging the work of Marx, Marcuse, and Manheim, demonstrate how we might reformulate our relationship with labor, a central component of a liberated society. Reitz provides hope that we can develop, through critical education, an emancipatory consciousness and the radical praxis from which a liberated society may emerge. » (Sarah Surak, Assistant Professor, Departments of Political Science and Environmental Studies, Salisbury University, Maryland) «This volume persuasively restores philosophy to its rightful and necessary place in education. From investigations of historical experience, through critiques of conservative figures, Reitz arrives at new ways critical theory can revive our entire culture. And this is achieved with such clarity and resolve that the reader comes away understanding socialist humanism could save us after all.» (Fred Whitehead, co-editor, Freethought on the American Frontier)Table of ContentsContents: Education and Struggle – Materialism and Dialectics: Nature, History, and Knowing – The Dialectic of the Concrete Concept: Ernest Manheim – Liberating «the Critical» in Critical Theory – The «Linguistic Turn» and Anti-Foundationalism – Herbert Marcuse and the New Culture Wars: Campus Codes, Hate Speech, and the Critique of Pure Tolerance – Education Against Alienation – The Labor Theory of Ethics and Commonwealth – Global Capitalism and Radical Opposition: Herbert Marcuse’s Paris Lectures at Vincennes University, 1974 – Critical Education and Political Economy: Labor, Leadership and Learning – Decommodification and Liberation: Commonwealth as Aesthetic Form of an Alienation-Free Society – The Commonwealth Counter-Offensive – Engaging a Radical Past: Socialist Germans in N.Y.C., 1853 – Engaging a Radical Past: Anti-Racism in Kansas Free State Struggle, 1854.

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Book SynopsisCritical pedagogy, political economics, and aesthetic theory combine with dialectical and materialist understandings of science, society, and revolutionary politics to develop the most radical goals of society and education. In Philosophy and Critical Pedagogy: Insurrection and Commonwealth, Marcuse's hitherto misunderstood and neglected philosophy of labor is reconsidered, resulting in a labor theory of ethics. This develops commonwealth criteria of judgment regarding the real and enduring economic and political possibilities that concretely encompass all of our engagement and action. Marcuse's newly discovered 1974 Paris Lectures are examined and the theories of Georg Lukács and Ernest Manheim contextualize the analysis to permit a critical assessment of the nature of dialectical methodology today. Revolutionary strategy and a common-ground political program against intensifying inequalities of class, race, and gender comprise the book's commonwealth counter-offensive.Trade Review«We live in a time of great unrest. The effects of racism, economic exploitation, and other forms of social oppression are beginning to be contested in many pockets of our society. In these times, Charles Reitz’s new book is a must-read for those who are seeking a new theoretical framework for addressing recent structures and mechanisms of alienation and exploitation. This book provides us with a history of dialectics as well as insights into how dialectical thinking can help us grasp and transform our society. The conversation created between Marx, Marcuse, and Manheim is very informative. One of the greatest contributions by Reitz is his rethinking of the idea of commonwealth. Those of us who are interested in further developing our democratic experiment will gain much from this book.» (Arnold L. Farr, Professor of Philosophy, University of Kentucky) «Reitz’s groundbreaking essays, engaging the work of Marx, Marcuse, and Manheim, demonstrate how we might reformulate our relationship with labor, a central component of a liberated society. Reitz provides hope that we can develop, through critical education, an emancipatory consciousness and the radical praxis from which a liberated society may emerge.» (Sarah Surak, Assistant Professor, Departments of Political Science and Environmental Studies, Salisbury University, Maryland) «This volume persuasively restores philosophy to its rightful and necessary place in education. From investigations of historical experience, through critiques of conservative figures, Reitz arrives at new ways critical theory can revive our entire culture. And this is achieved with such clarity and resolve that the reader comes away understanding socialist humanism could save us after all.» (Fred Whitehead, co-editor, Freethought on the American Frontier)«We live in a time of great unrest. The effects of racism, economic exploitation, and other forms of social oppression are beginning to be contested in many pockets of our society. In these times, Charles Reitz’s new book is a must-read for those who are seeking a new theoretical framework for addressing recent structures and mechanisms of alienation and exploitation. This book provides us with a history of dialectics as well as insights into how dialectical thinking can help us grasp and transform our society. The conversation created between Marx, Marcuse, and Manheim is very informative. One of the greatest contributions by Reitz is his rethinking of the idea of commonwealth. Those of us who are interested in further developing our democratic experiment will gain much from this book.» (Arnold L. Farr, Professor of Philosophy, University of Kentucky) «Reitz’s groundbreaking essays, engaging the work of Marx, Marcuse, and Manheim, demonstrate how we might reformulate our relationship with labor, a central component of a liberated society. Reitz provides hope that we can develop, through critical education, an emancipatory consciousness and the radical praxis from which a liberated society may emerge. » (Sarah Surak, Assistant Professor, Departments of Political Science and Environmental Studies, Salisbury University, Maryland) «This volume persuasively restores philosophy to its rightful and necessary place in education. From investigations of historical experience, through critiques of conservative figures, Reitz arrives at new ways critical theory can revive our entire culture. And this is achieved with such clarity and resolve that the reader comes away understanding socialist humanism could save us after all.» (Fred Whitehead, co-editor, Freethought on the American Frontier)Table of ContentsContents: Education and Struggle – Materialism and Dialectics: Nature, History, and Knowing – The Dialectic of the Concrete Concept: Ernest Manheim – Liberating «the Critical» in Critical Theory – The «Linguistic Turn» and Anti-Foundationalism – Herbert Marcuse and the New Culture Wars: Campus Codes, Hate Speech, and the Critique of Pure Tolerance – Education Against Alienation – The Labor Theory of Ethics and Commonwealth – Global Capitalism and Radical Opposition: Herbert Marcuse’s Paris Lectures at Vincennes University, 1974 – Critical Education and Political Economy: Labor, Leadership and Learning – Decommodification and Liberation: Commonwealth as Aesthetic Form of an Alienation-Free Society – The Commonwealth Counter-Offensive – Engaging a Radical Past: Socialist Germans in N.Y.C., 1853 – Engaging a Radical Past: Anti-Racism in Kansas Free State Struggle, 1854.

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Book SynopsisWritten during a time characterized by catalyzing Indigenous environmental movements such as Idle No More, political upheaval, and the final years of Canada's Truth and Reconciliation Commission, Protest as Pedagogy: Teaching, Learning, and Indigenous Environmental Movements was motivated by Gregory Lowan-Trudeau's personal experiences as an activist, educator, and researcher. Insights from interviews with activists and educators in a variety of school, community, and post-secondary contexts are presented in relation to teaching and learning during, and in response to, Indigenous environmental movements. Looking toward future possibilities, the rise of renewable energy development by Indigenous communities across Canada is also considered. Throughout Protest as Pedagogy, these inquiries are guided by a theoretical framework built on concepts such as decolonization, Herbert Marcuse's repressive tolerance, Elliot Eisner's three curricula, and broader fields of study Trade Review"In Protest as Pedagogy: Teaching, Learning, and Indigenous Environmental Movements, Gregory Lowan-Trudeau carefully and eloquently integrates inquiry, scholarship, and narrative while demonstrating the pedagogical potential of Indigenous environmental movements, as well as the social movement potential of education. He shows that whatever one means by contested terms such as ‘decolonization’ and ‘reinhabitation,’ these concepts remain mere abstractions unless one begins to live within the tangle of possibilities they suggest. This book helps us see how the meanings of social change and cultural reinvention need to be constantly revised as we develop embodied practices of becoming in relation to others who are also becoming.”—David Greenwood, Professor and Canada Research Chair in Environmental Education, Lakehead UniversityTable of ContentsAcknowledgements – Author’s Note – Introduction and Overview – Narrating a Critical Indigenous Pedagogy of Place: Education, Activism, and Research – Indigenous Environmental Activism and Education in Urban, Rural, and Remote Contexts: a Tale of Two Cities – A Rose by any Other Name: Repressive Tolerance, Burnout, and Hope in the New West – Protest as Pedagogy: Exploring Teaching and Learning in Indigenous Environmental Movements – From Reticence to Resistance: Understanding Educators’ Engagement with Indigenous Environmental Issues – Critical Media Literacy and Engagement: Insights from Indigenous Environmental Movements and Educational Contexts – Resistance Revisioned: Indigenous Renewable Energy Development and Education – Conclusions, Implications, and Future Possibilities – Index.

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Book SynopsisFocusing on crucial issues in higher education, this book challenges readers to go beyond taken-for-granted assumptions about America's colleges and universities and instead critically examine important questions facing them in today's troubled world. Each chapter presents divergent perspectives, that is, pro and con views, in the hope of stimulating reasoned dialogue among students, faculty, administrators, and the public at large. Readers will explore how internal factors in the academic community often interact with external social, economic, and political influences to produce conflictual results. They will see that academe is hardly value-neutral and inevitably political. This book urges them to transcend strident political persuasion and instead engage in the careful analysis needed to make colleges better.The text provides in-depth appraisal of key topics of controversy: the purposes of higher education, liberal education, academic freedom, political correctness, tenurTrade Review“Higher education seems in flux and confused in the 21st century. Students are rising up, faculty life is changing rapidly, leaders are becoming more difficult to find, and funding is uncertain. In Colleges at the Crossroads, Joseph L. DeVitis and Pietro A. Sasso invite readers to grapple with current issues in higher education from multiple perspectives while also urging them to challenge the very notion of higher education as we know it.”—Marybeth Gasman, Judy and Howard Berkowitz Professor of Education, University of Pennsylvania, and Director of the Penn Center for Minority Serving InstitutionsTable of ContentsList of Charts, Figures, Tables – Joseph L. DeVitis/Pietro A. Sasso: Introduction – Johann N. Neem: What Is College for? – Patricia A. McGuire: Modernizing College Purposes to Save a Troubled World – Bruce W. Hauptli: The Urgent Need for Liberal Education in Today’s Troubled World – Richard Guarasci: Civic Engagement and Higher Learning – Neal H. Hutchens/Frank Fernandez: "Flipping" the Tenure Debate and the Continuing Need to Protect Academic Freedom – Ashley Thorne: What Is Academic Freedom for? – David Shiner: The Contingency of Tenure – Philo A. Hutcheson: Why Tenure Needs Protection in These Troubled Times – Dennis E. Gregory: Free Expression at Public Colleges and Universities: Why Students Should Care About It and Why Campus Officials Should Make Sure It Is Protected – R. Scott Mattingly/J. Bennett Durham/Matthew R. Shupp: Free Expression and Political Correctness: Contextualizing the Controversies and Finding a Way Forward – Cristobal Salinas Jr./Valerie A. Guerrero: Tokenizing Social Justice in Higher Education – Michael Sean Funk: Creating Inclusive Classrooms as an Imperative for Historically Underrepresented Groups in Higher Education – Isis N. Walton/Nicolle Parsons-Pollard: It Is a Balancing Act: Faculty Workload – Sean Robinson: Faculty Work Life: Beyond the Tipping Point – Michael T. Miller/Everrett A. Smith: Faculty Governance as a Thorny Problem – Dilys Schoorman: The Erosion of Faculty Governance – Ezekiel Kimball/Juan Manuel Ruiz-Hau/Fermin Valle: Limited by Design? A Critical Sociohistorical Analysis of Postsecondary Learning Outcomes – Sergio Ossorio/Kimberly A. Kline: Are College Students Learning More or Less Than in the Past? – David S. Knowlton: Instructional Technology as Revolutionary Savior of Higher Education Classrooms: An Analysis of Scope, Ethics, and Virtues – Paul Gordon Brown: Will Technology and Distance Instruction Save Higher Education? – Martin C. Yu/Nathan R. Kuncel: The Importance of Standardized Tests in College Admissions – Aaron W. Hughey: Why Standardized Testing Is Not Essential in College Admissions – Monica Galloway Burke/Colin Cannonier/Aaron W. Hughey: Is Higher Education Worth the Cost? – Lindsey M. Burke: Is Higher Education Worth the Cost? It Depends – Matthew Varga/Scott L. Lingrell: The College Arms Race: How It Is Destroying Higher Education in the United States – Steven Tolman/Christopher Trautman: The Need for College Amenities and Their Benefit to the Student and Institution’s Success – Mark Bauman: Then and Now: The Relationship Between the College and the Student – Denise L. Davidson/Amy A. Paciej-Woodruff: Are College Students Too Entitled Today? The Role of Customer Service in Meeting Student Needs and Expectations – Ashley Tull/Kathy Cavins-Tull: Are Fraternities and Sororities Still Relevant? – Pietro A. Sasso: Fraternities and Sororities in the Contemporary Era Revisited: A Pendulum of Tolerance – Curtis M. Clock/Thalia M. Mulvihill: Are Collegiate Athletics Necessary in Contemporary Higher Education? – Sally Dear-Healey: Academics and Athletics: Struggles and Strategies in the Pursuit of (A) Grades and (A) Games – Contributors.

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Book SynopsisFocusing on crucial issues in higher education, this book challenges readers to go beyond taken-for-granted assumptions about America's colleges and universities and instead critically examine important questions facing them in today's troubled world. Each chapter presents divergent perspectives, that is, pro and con views, in the hope of stimulating reasoned dialogue among students, faculty, administrators, and the public at large. Readers will explore how internal factors in the academic community often interact with external social, economic, and political influences to produce conflictual results. They will see that academe is hardly value-neutral and inevitably political. This book urges them to transcend strident political persuasion and instead engage in the careful analysis needed to make colleges better.The text provides in-depth appraisal of key topics of controversy: the purposes of higher education, liberal education, academic freedom, political correctness, tenurTrade Review“Higher education seems in flux and confused in the 21st century. Students are rising up, faculty life is changing rapidly, leaders are becoming more difficult to find, and funding is uncertain. In Colleges at the Crossroads, Joseph L. DeVitis and Pietro A. Sasso invite readers to grapple with current issues in higher education from multiple perspectives while also urging them to challenge the very notion of higher education as we know it.”—Marybeth Gasman, Judy and Howard Berkowitz Professor of Education, University of Pennsylvania, and Director of the Penn Center for Minority Serving InstitutionsTable of ContentsList of Charts, Figures, Tables – Joseph L. DeVitis/Pietro A. Sasso: Introduction – Johann N. Neem: What Is College for? – Patricia A. McGuire: Modernizing College Purposes to Save a Troubled World – Bruce W. Hauptli: The Urgent Need for Liberal Education in Today’s Troubled World – Richard Guarasci: Civic Engagement and Higher Learning – Neal H. Hutchens/Frank Fernandez: "Flipping" the Tenure Debate and the Continuing Need to Protect Academic Freedom – Ashley Thorne: What Is Academic Freedom for? – David Shiner: The Contingency of Tenure – Philo A. Hutcheson: Why Tenure Needs Protection in These Troubled Times – Dennis E. Gregory: Free Expression at Public Colleges and Universities: Why Students Should Care About It and Why Campus Officials Should Make Sure It Is Protected – R. Scott Mattingly/J. Bennett Durham/Matthew R. Shupp: Free Expression and Political Correctness: Contextualizing the Controversies and Finding a Way Forward – Cristobal Salinas Jr./Valerie A. Guerrero: Tokenizing Social Justice in Higher Education – Michael Sean Funk: Creating Inclusive Classrooms as an Imperative for Historically Underrepresented Groups in Higher Education – Isis N. Walton/Nicolle Parsons-Pollard: It Is a Balancing Act: Faculty Workload – Sean Robinson: Faculty Work Life: Beyond the Tipping Point – Michael T. Miller/Everrett A. Smith: Faculty Governance as a Thorny Problem – Dilys Schoorman: The Erosion of Faculty Governance – Ezekiel Kimball/Juan Manuel Ruiz-Hau/Fermin Valle: Limited by Design? A Critical Sociohistorical Analysis of Postsecondary Learning Outcomes – Sergio Ossorio/Kimberly A. Kline: Are College Students Learning More or Less Than in the Past? – David S. Knowlton: Instructional Technology as Revolutionary Savior of Higher Education Classrooms: An Analysis of Scope, Ethics, and Virtues – Paul Gordon Brown: Will Technology and Distance Instruction Save Higher Education? – Martin C. Yu/Nathan R. Kuncel: The Importance of Standardized Tests in College Admissions – Aaron W. Hughey: Why Standardized Testing Is Not Essential in College Admissions – Monica Galloway Burke/Colin Cannonier/Aaron W. Hughey: Is Higher Education Worth the Cost? – Lindsey M. Burke: Is Higher Education Worth the Cost? It Depends – Matthew Varga/Scott L. Lingrell: The College Arms Race: How It Is Destroying Higher Education in the United States – Steven Tolman/Christopher Trautman: The Need for College Amenities and Their Benefit to the Student and Institution’s Success – Mark Bauman: Then and Now: The Relationship Between the College and the Student – Denise L. Davidson/Amy A. Paciej-Woodruff: Are College Students Too Entitled Today? The Role of Customer Service in Meeting Student Needs and Expectations – Ashley Tull/Kathy Cavins-Tull: Are Fraternities and Sororities Still Relevant? – Pietro A. Sasso: Fraternities and Sororities in the Contemporary Era Revisited: A Pendulum of Tolerance – Curtis M. Clock/Thalia M. Mulvihill: Are Collegiate Athletics Necessary in Contemporary Higher Education? – Sally Dear-Healey: Academics and Athletics: Struggles and Strategies in the Pursuit of (A) Grades and (A) Games – Contributors.

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Book SynopsisIn times of extreme cascading global crises facing humanity, all responsible humans need to re-evaluate the dominant worldview that has brought us to this point of facing extinction. As a species we need to relearn the good ways from our greatest allies in Nature and from Indigenous cultures that lived in relative harmony with Nature. Equally, we need to learn the best ways to think critically and act on the holistic understanding that may guide us beyond our individual and collective trance and illusions cast forth like chains upon modern societies through elites who manipulate fear.Fearless Engagement of Four Arrows offers a unique strong medicine for the reconstruction of a healthy, sane, and sustainable future for all. Utilizing the form of an intellectual biography of Four Arrows (aka Dr. Don Trent Jacobs) and his daring activist life and true teaching stories, the author creates a powerful adventure into the firey philosophy, activism, and emancipatory inspiratioTrade Review“As a Cree Sun Dance Leader who well knows my brother Four Arrows, I highly endorse Dr. Fisher’s insightful description of his courageous activism and how it represents a key virtue represented by Indigenous Peoples the world over.” —White Standing Buffalo“«Fearless Engagement of Four Arrows» tells the story of one of the leading Indigenous educators in North America. I have known Four Arrows for many years and am delighted that his journey and contributions are presented in this timely book. In these difficult times his journey can inspire us to live fearlessly.” —John P. (Jack) Miller, Ph.D., professor and the coordinator of the Curriculum Studies and Teacher Development Program at the Ontario Institute for Studies in Education, University of Toronto, and author of «Educating for Wisdom and Compassion»‘‘R. Michael Fisher, in this significant and life-changing book, «Fearless Engagement of Four Arrows», has captured how Four Arrows (aka Don Trent Jacobs) is a dynamic ‘force of nature’ who utilizes ‘courage and fearlessness’ to consciously break the paralyzing trances of Western culture. In doing so, Fisher describes how this man of action, who ‘walks his talk,’ has found a path of ‘primal awareness’ that has led him to a deep immersion into Indigenous cultures—their stories, consciousness, wisdom, and struggles. The author shows how Four Arrows understands the complementary forces of Western and Indigenous cultures—and, if each of their best virtues are practiced with bravery and heart, they can move us toward a deep integration and rebalancing of ourselves and our civilization, at this time of peril.’’ —Howard Teich, Ph.D., psychologist and author of «Solar Light, Lunar Light: Perspective in Human Consciousness»‘‘Fisher has selected as his focus the life of a remarkable man, Four Arrows, a beacon of hope in an era of confusion and fear. Fisher carefully and expertly explains some of Four Arrows’ most important contributions to understanding the path toward Fearlessness. He reminded me why Four Arrows’ work has moved me so greatly and why everyone should know him. Fisher’s book is an excellent introduction to the man and his insights, and an inspiration for those committed to helping humanity return to its potential.’’ —Darcia Narvaez, Ph.D., Professor of Psychology, University of Notre Dame, and author of «Embodied Morality: Protectionism, Engagement and Imagination»‘‘This wide-ranging exploration of fearlessness examines the life and work of Four Arrows through the lens of Fisher’s synthesized philosophy of fearism/fearlessness. It helps address the most urgent questions facing our generation today: How can we break the dominant trance of fear-based living that is killing us and destroying the ecosystem? How are we to find and practice the ‘peaceful way’ while sitting in the fire of social, cultural, and political conflict? By embracing the earth-honoring spiritual psychology of Indigenous cultures as revealed in Four Arrows’ CAT-FAWN mnemonic for dehypnotizing society, cultivating fearlessness, and promoting healing and transformation. This is heady stuff for a non-scholar like myself, yet the author’s sincerity, intensity, and concern for all people and the planet shine through the accounts of Four Arrows’ one-of-a-kind life and Fisher’s careful inquiry of that life and teachings. «Fearless Engagement of Four Arrows» reminds us that at the core of our greatest modern conflicts are not conceptual differences in ethics and philosophy but a much more difficult admission: how frightened we all are. The key to liberation from this fear remains right where it was abandoned centuries ago: in the sacred, interconnected, nature-based worldviews of our own ancestors, no matter where our DNA comes from.’’ —Jeff Nixa, J.D., M.Div., founder of Great Plains Shamanic Programs and author of «The Lost Art of Heart Navigation: A Modern Shaman’s Field Manual»Table of ContentsPhotographs and Figures – Acknowledgments – Shirley R. Steinberg: Foreword: On Being a Warrior – Preface – Introduction – Part I: Fearless – Fearless Waters Deep – "Walking a Path of Harmony" – Radicalization of a Moralist – Part I Study Questions and Practices – Part II: Fearlessness – CAT-Nature as (Com)passionate Gifting – Dancing in/with the Spirit of Fearlessness – Part II Study Questions and Practices – Interlude – Part III: Courage(ous) – Radical Honesty: Harnessing the Magic of Fear – Befriending the "Gift of Fear" – Part III Study Questions and Practices – Part IV: Brave(ry) – The Bronco and the Boat – Part IV Study Questions and Practices – Four Arrows: Epilogue – Appendix: The CAT-FAWN Model – Index.

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Book SynopsisIn times of extreme cascading global crises facing humanity, all responsible humans need to re-evaluate the dominant worldview that has brought us to this point of facing extinction. As a species we need to relearn the good ways from our greatest allies in Nature and from Indigenous cultures that lived in relative harmony with Nature. Equally, we need to learn the best ways to think critically and act on the holistic understanding that may guide us beyond our individual and collective trance and illusions cast forth like chains upon modern societies through elites who manipulate fear.Fearless Engagement of Four Arrows offers a unique strong medicine for the reconstruction of a healthy, sane, and sustainable future for all. Utilizing the form of an intellectual biography of Four Arrows (aka Dr. Don Trent Jacobs) and his daring activist life and true teaching stories, the author creates a powerful adventure into the firey philosophy, activism, and emancipatory inspiratioTrade Review‘‘This wide-ranging exploration of fearlessness examines the life and work of Four Arrows through the lens of Fisher’s synthesized philosophy of fearism/fearlessness. It helps address the most urgent questions facing our generation today: How can we break the dominant trance of fear-based living that is killing us and destroying the ecosystem? How are we to find and practice the ‘peaceful way’ while sitting in the fire of social, cultural, and political conflict? By embracing the earth-honoring spiritual psychology of Indigenous cultures as revealed in Four Arrows’ CAT-FAWN mnemonic for dehypnotizing society, cultivating fearlessness, and promoting healing and transformation. This is heady stuff for a non-scholar like myself, yet the author’s sincerity, intensity, and concern for all people and the planet shine through the accounts of Four Arrows’ one-of-a-kind life and Fisher’s careful inquiry of that life and teachings. «Fearless Engagement of Four Arrows» reminds us that at the core of our greatest modern conflicts are not conceptual differences in ethics and philosophy but a much more difficult admission: how frightened we all are. The key to liberation from this fear remains right where it was abandoned centuries ago: in the sacred, interconnected, nature-based worldviews of our own ancestors, no matter where our DNA comes from.’’ —Jeff Nixa, J.D., M.Div., founder of Great Plains Shamanic Programs and author of «The Lost Art of Heart Navigation: A Modern Shaman’s Field Manual»“«Fearless Engagement of Four Arrows» tells the story of one of the leading Indigenous educators in North America. I have known Four Arrows for many years and am delighted that his journey and contributions are presented in this timely book. In these difficult times his journey can inspire us to live fearlessly.” —John P. (Jack) Miller, Ph.D., professor and the coordinator of the Curriculum Studies and Teacher Development Program at the Ontario Institute for Studies in Education, University of Toronto, and author of «Educating for Wisdom and Compassion»“As a Cree Sun Dance Leader who well knows my brother Four Arrows, I highly endorse Dr. Fisher’s insightful description of his courageous activism and how it represents a key virtue represented by Indigenous Peoples the world over.” —White Standing Buffalo‘‘Fisher has selected as his focus the life of a remarkable man, Four Arrows, a beacon of hope in an era of confusion and fear. Fisher carefully and expertly explains some of Four Arrows’ most important contributions to understanding the path toward Fearlessness. He reminded me why Four Arrows’ work has moved me so greatly and why everyone should know him. Fisher’s book is an excellent introduction to the man and his insights, and an inspiration for those committed to helping humanity return to its potential.’’ —Darcia Narvaez, Ph.D., Professor of Psychology, University of Notre Dame, and author of «Embodied Morality: Protectionism, Engagement and Imagination»‘‘R. Michael Fisher, in this significant and life-changing book, «Fearless Engagement of Four Arrows», has captured how Four Arrows (aka Don Trent Jacobs) is a dynamic ‘force of nature’ who utilizes ‘courage and fearlessness’ to consciously break the paralyzing trances of Western culture. In doing so, Fisher describes how this man of action, who ‘walks his talk,’ has found a path of ‘primal awareness’ that has led him to a deep immersion into Indigenous cultures—their stories, consciousness, wisdom, and struggles. The author shows how Four Arrows understands the complementary forces of Western and Indigenous cultures—and, if each of their best virtues are practiced with bravery and heart, they can move us toward a deep integration and rebalancing of ourselves and our civilization, at this time of peril.’’ —Howard Teich, Ph.D., psychologist and author of «Solar Light, Lunar Light: Perspective in Human Consciousness»Table of ContentsPhotographs and Figures – Acknowledgments – Shirley R. Steinberg: Foreword: On Being a Warrior – Preface – Introduction – Part I: Fearless – Fearless Waters Deep – "Walking a Path of Harmony" – Radicalization of a Moralist – Part I Study Questions and Practices – Part II: Fearlessness – CAT-Nature as (Com)passionate Gifting – Dancing in/with the Spirit of Fearlessness – Part II Study Questions and Practices – Interlude – Part III: Courage(ous) – Radical Honesty: Harnessing the Magic of Fear – Befriending the "Gift of Fear" – Part III Study Questions and Practices – Part IV: Brave(ry) – The Bronco and the Boat – Part IV Study Questions and Practices – Four Arrows: Epilogue – Appendix: The CAT-FAWN Model – Index.

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Book SynopsisSpecial Schools, Inclusion, and Justice discusses special school provision in an education policy climate in which inclusion is the dominant motif. In this context, the special school sector is an anomaly and special schools inevitably occupy an uncertain and somewhat invidious position. This situation raises a number of questions concerning matters of justice and fairness with respect to special schools and their communities. It also raises questions about the validity of the view that only inclusion can represent justice in education for disabled children and young people. Special Schools, Inclusion, and Justice explores these matters from a philosophical perspective that centres on the broader question of what, in regard to where they go to school, might constitute a just state of affairs in education provision for disabled children. The New Zealand education context provides the case in point in the book, but the matters it examines and the broader argument and pTable of ContentsList of Acronyms – Acknowledgements – Credits – Special Schools and Inclusion: A Complicated Conversation – Inclusion – Theoretical and Philosophical Perspectives – The Turn to Inclusion in New Zealand Education Policy 1987–1996 – Special Education 2000: New Zealand’s First "Inclusive Education" Policy – The Experiences of Special Schools – A Just State of Affairs – Epilogue – Index.

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Book SynopsisLiberation in Higher Education introduces and expands on the notion of Endarkened Feminist Epistemology (EFE) based on a qualitative case study of Cynthia B. Dillard and her students as well as the white researcher and author, Sarah Militz-Frielink, as she became transformed through her research in higher education. Dillard, who created EFE as a teaching and research paradigm in 2000, grounded it in several frameworks: Black feminist thought, standpoint theory, the tenets of African American spirituality, and the work of Parker J. Palmer on non-religious spirituality in education. The book delves into EFE's origins and students' meaning-making experiences with EFEincluding related themes such as healing, identity development, cultural histories, spirituality, and the evolution of the phenomenon over time. This book also includes a chapter in which Militz-Frielink applies EFE as a methodology to herself, which is one of the recommended practices of EFE as a research tool. LTable of ContentsAcknowledgments – Abbreviations – Introduction – Endarkening Spirituality in Education: Theoretical Conceptualizations and African American Discourse – Cynthia B. Dillard, Endarkened Feminist Epistemology, and Research Design – Endarkened Feminist Epistemology: From Theory to Practice – Endarkened Feminist Epistemology: Voices from Ghana – The Power of Cultural Memory Work Across Others and Ourselves – EFE: Implications and Recommendations for Higher Education.

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Book SynopsisThe What, the So What, and the Now What of Social Justice Education uses a three-tier format to present a foundational guide for the implementation of social justice education. The book also outlines some best theoretical practices that can be developed to work toward more equitable communities.The What, the So What, and the Now What of Social Justice Education begins with the What of social justice education by defining primary and secondary terminology and introducing an overarching conceptual framework within this field of inquiry. The So What of social justice education highlights the importance of studying this field of inquiry and promotes why one should strive to reduce social inequities and make our world more socially just. The Now What of social justice education provides some best theoretical practices that can be used and adapted by individuals, institutions, and larger societies to work toward short- and long-term solutions in wTrade Review“Dr. Blumenfeld’s new book is borne of his passion for social justice and multicultural understanding of today’s society. Blumenfeld brings the topic into the realm of the familiar by sharing his own personal journey. It almost feels as if the reader is sitting with Dr. Blumenfeld, a friend, and yet this is a powerful educational text. Blumenfeld uses a unique presentation method and grounding of information through the concept of What, So What, and Now What in each section as he investigates and addresses complex and multidimensional questions. This process offers a consistency in Dr. Blumenfeld’s presentation. The book is an excellent teaching tool for every level of social justice education from high school to doctoral work.” Ronni Sanlo, Director of and Professor in UCLA Master of Education in Student Affairs Program and Director Emerita, UCLA Lesbian, Gay, Bisexual, and Transgender Center“I learned so much from «The What, the So What, and the Now What of Social Justice Education», and so can you! Read this book as soon as possible! It is powerful, informationally rich, and an important resource that you need to have!” Nicholas D. Hartlep, Associate Professor of Urban Education and Graduate Program Coordinator, Metropolitan State University, School of Urban EducationTable of ContentsFigures and Tables – Acknowledgments – Part I: Terminology – Introduction to Social Justice –Culture and Identity – Social Construction of Identities and Other Forms of "Difference" – Socialization – Binaries – Oppression – What Causes Prejudice and Discrimination? – Elements, Characteristics, and "Faces" of Oppression – The Many Spokes on the Wheel of Oppression – Backlash – The Social Production of "Knowledge(s)" – Part II: Social Justice Education – Connections between Social Justice Education and Multicultural Education – Dimensions and Characteristics of Multicultural Education – Part III: Liberatory Praxis – Liberation – #NeverAgain Youth-Led Firearms Safety Movement: A Study in Activism– Visioning Social Justice and Liberation – Part IV: Liberatory Praxis Appendices – Appendix A: Multiple Identities Essay – Appendix B: Critical Consciousness: Reflecting, Thinking, Observing, Reading, Researching, and Writing Through a Critical Lens – Appendix C: Meritocracy Activities – Appendix D: Raising Issues of Religious Pluralism in Schools – Appendix E: Making Universities Welcoming for Students, Staff, Faculty, and Administrators of All Sexual Identities and Gender Identities and Expressions – Appendix F: Immigration as Official U.S. "Racial" Policy: A Brief History – Appendix G: Religious Imperialism: A Case in Point – Appendix H: Investigating Gender Roles Classroom Exercise – Appendix I: A Civics Course on the Second Amendment – Bibliography – Index.

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Book SynopsisThe What, the So What, and the Now What of Social Justice Education uses a three-tier format to present a foundational guide for the implementation of social justice education. The book also outlines some best theoretical practices that can be developed to work toward more equitable communities.The What, the So What, and the Now What of Social Justice Education begins with the What of social justice education by defining primary and secondary terminology and introducing an overarching conceptual framework within this field of inquiry. The So What of social justice education highlights the importance of studying this field of inquiry and promotes why one should strive to reduce social inequities and make our world more socially just. The Now What of social justice education provides some best theoretical practices that can be used and adapted by individuals, institutions, and larger societies to work toward short- and long-term solutions in wTrade Review“Dr. Blumenfeld’s new book is borne of his passion for social justice and multicultural understanding of today’s society. Blumenfeld brings the topic into the realm of the familiar by sharing his own personal journey. It almost feels as if the reader is sitting with Dr. Blumenfeld, a friend, and yet this is a powerful educational text. Blumenfeld uses a unique presentation method and grounding of information through the concept of What, So What, and Now What in each section as he investigates and addresses complex and multidimensional questions. This process offers a consistency in Dr. Blumenfeld’s presentation. The book is an excellent teaching tool for every level of social justice education from high school to doctoral work.” Ronni Sanlo, Director of and Professor in UCLA Master of Education in Student Affairs Program and Director Emerita, UCLA Lesbian, Gay, Bisexual, and Transgender Center“I learned so much from «The What, the So What, and the Now What of Social Justice Education», and so can you! Read this book as soon as possible! It is powerful, informationally rich, and an important resource that you need to have!” Nicholas D. Hartlep, Associate Professor of Urban Education and Graduate Program Coordinator, Metropolitan State University, School of Urban EducationTable of ContentsFigures and Tables – Acknowledgments – Part I: Terminology – Introduction to Social Justice –Culture and Identity – Social Construction of Identities and Other Forms of "Difference" – Socialization – Binaries – Oppression – What Causes Prejudice and Discrimination? – Elements, Characteristics, and "Faces" of Oppression – The Many Spokes on the Wheel of Oppression – Backlash – The Social Production of "Knowledge(s)" – Part II: Social Justice Education – Connections between Social Justice Education and Multicultural Education – Dimensions and Characteristics of Multicultural Education – Part III: Liberatory Praxis – Liberation – #NeverAgain Youth-Led Firearms Safety Movement: A Study in Activism– Visioning Social Justice and Liberation – Part IV: Liberatory Praxis Appendices – Appendix A: Multiple Identities Essay – Appendix B: Critical Consciousness: Reflecting, Thinking, Observing, Reading, Researching, and Writing Through a Critical Lens – Appendix C: Meritocracy Activities – Appendix D: Raising Issues of Religious Pluralism in Schools – Appendix E: Making Universities Welcoming for Students, Staff, Faculty, and Administrators of All Sexual Identities and Gender Identities and Expressions – Appendix F: Immigration as Official U.S. "Racial" Policy: A Brief History – Appendix G: Religious Imperialism: A Case in Point – Appendix H: Investigating Gender Roles Classroom Exercise – Appendix I: A Civics Course on the Second Amendment – Bibliography – Index.

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Book SynopsisThe real world is full of challenges and the sheer weight of problems facing us can stifle the genius of our collective human creativity at exactly the time when we desperately need imaginative and innovative solutions. Responding to this, Practicing Futures: A Civic Imagination Action Handbook harnesses our connections to popular culture and taps the boundless potential of human imagination to break free of assumptions that might otherwise trap us in repetitive cycles of alienation. Utopias and dystopias have long been used to pose questions, provoke discussions, and inspire next steps and are helpful because they encourage long view perspectives. Building on the work of the Civic Imagination Project at the University of Southern California, the Handbook is a practical guide for community leaders, educators, creative professionals, and change-makers who want to encourage creative, participatory, and playful approaches to thinking about the future. This book shares examplesTrade Review“Motivating communities to imagine a just future is a powerful act of building solidarity. And yet, it is hard work to create intentional spaces for collaborative play and visioning, to bring people together to engage in deep listening and ideation on the path to shaping a better world. In Practicing Futures: A Civic Imagination Action Handbook, authors Sangita Shresthova and Gabriel Peters-Lazaro beautifully bring to life the hard work involved in inspiring collective civic imagination, taking us along on journeys of dreaming and discovery, letting us in on the ‘why’ and ‘how to’ details of fueling social change through the radical process of finding creative communion with our fellow humans.” —Caty Borum Chattoo, Executive Director of the Center for Media & Social Impact; Author of Story Movements: How Documentaries Empower People and Inspire Social Change, and Co-author of A Comedian and an Activist Walk Into a Bar: The Serious Role of Comedy in Social Justice“From the global pandemic to climate change, looming crises urge us to pause and take an opportunity to imagine and then create a better world. But how do we take that first step of imagining a world that truly breaks free into a possible future? With advice both practical and inspirational, Practicing Futures shows us how.” —Elyse Eidman-Aadahl, Executive Director of the National Writing ProjectTable of ContentsList of Figures – Foreword: The Work of Imagining Communities by Henry Jenkins – Overview – About Practicing Futures – Section Two: Practice Chronicles – Fantasy Can Help Us Breathe—Muslim Youth Group, Los Angeles – Bringing Imagination to Activism—Freedom School, Los Angeles – Mind Blown! Grown Ups Freaking Out—Digital Media and Learning Conference, Boston – Em/power Love: Building Empathy and Solidarity with Each Other—Salzburg Global Seminar – Turning the Chairs to Face the Table—Bowling Green, Kentucky – Future of Faith?—Fayetteville, Arkansas – Pakistan, from the Heart: Civic Imagination in Context of Violent Extremism – Imagination in the Classroom—New Media for Social Change – Of Two Faced Bunnies in the Woods—Brussels, Belgium – Section Three: The Practice Guidebook – General Notes About Facilitation – Workshop: Origin Stories—Imagining Ourselves as Civic Agents – Workshop: Infinite Hope—Imagining a Better World – Workshop: Step into the Looking Glass—Imagining Our Social Connections with a Larger Community – Workshop: Monuments from the Future—Bringing Imaginative Dimensions to Our Real World Spaces and Places – Workshop: Remixing Stories—Forging Solidarity with Others with Different Experiences Than Our Own – Workshop: Creating an Action Plan—Imagining the Process of Change – Stories from the Field – Final Thoughts – Recommended Readings – Author Biographies – Index.

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Book SynopsisThe first two decades of the 21st century have been characterised by conflict, displacement, growing economic insecurity and austerity. Increasing social polarisation has meant that contemporary societies are becoming more unequal with smaller segments of the population having access to the most wealth. Ongoing conflicts around the world and the ongoing refugee crisis in Europe has only intensified calls for justice, equity, compassion and understanding. We live in times of despair and conflict, but also times of hope and action.Social Justice in Times of Crisis and Hope examines the possibilities and consequences of the relationship between young people, well-being, education and social justice in times of crisis and hope. Drawing together contributions from around the globe, the chapters examine the role of young people in contemporary social movements, the kinds of demands that are being made by the world's young people and the spaces within which they are making suTable of ContentsPeter Kelly: Introduction: Neo-Liberal Capitalism in Crisis: Individualisation and the Problem of the "Social" in Social Justice – Anne-Sofie Nyström/Carolyn Jackson: Chapter One: Coping with Higher Education Expectations: Wellbeing and Prestige-related Stress in Medicine and Law – Alejandro Montes/Aina Tarabini: Is Unversity for Everybody?: Deconstructing the Pathways to Access Higher Education in Catalonia – Amal Abou-Setta: Social Justice and Education in Egypt: The Case of Access to Higher Education – Shane Duggan: Fixing Futures: Politics, Citizenship, and Aspirational Policy Interventions in Chicago Public Schools – Kirsty Finn: Negotiating Crisis and Hope through Everyday Im/mobilities: Theorising Wellbeing and Belonging for Live-at-Home Students in an English University – Jessica Gagnon: Designated "Dangerous": Student and Academic Dissent against the Prevent Duty in the United Kingdom and the Professor Watchlist in the United States – Valentina Cuzzocrea: Youth, Peripherality and the Mobility Discourse – Navid Sabet: "Spreading Expecto Patronuses": Community-based Arts and Pathways to the Cultural Industries – Jasmin Immonen: "Love" and Slippery Borders in New Peruvian Cities – Matthew P. Sinclair/Emily M. Gray: Australian Educational Policy, School Funding, and Equity: A Neoliberal Governmentality Study – James Goring: Critical and Creative Young People: Making the Individual Responsible for the Management of Social Change – Simon Copland/Mary Lou Rasmussen: Safe Schools, Marriage Equality, and LGBTQ Youth Suicide – Roz Ward: Seeking Justice for LGBTI Young People in AustralianSchools: The Queer Relationship Between Safe Schools and Marxism – Marta Luxán-Serrano/Jokin Azpiazu-Carballo/Mila Amurrio-Velez: Tackling Sexual Violence in Higher Education: Reflections and Learnings from Basque Country – Contributor Biographies.

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Book SynopsisThe first two decades of the 21st century have been characterised by conflict, displacement, growing economic insecurity and austerity. Increasing social polarisation has meant that contemporary societies are becoming more unequal with smaller segments of the population having access to the most wealth. Ongoing conflicts around the world and the ongoing refugee crisis in Europe has only intensified calls for justice, equity, compassion and understanding. We live in times of despair and conflict, but also times of hope and action.Social Justice in Times of Crisis and Hope examines the possibilities and consequences of the relationship between young people, well-being, education and social justice in times of crisis and hope. Drawing together contributions from around the globe, the chapters examine the role of young people in contemporary social movements, the kinds of demands that are being made by the world's young people and the spaces within which they are making suTable of ContentsPeter Kelly: Introduction: Neo-Liberal Capitalism in Crisis: Individualisation and the Problem of the "Social" in Social Justice – Anne-Sofie Nyström/Carolyn Jackson: Chapter One: Coping with Higher Education Expectations: Wellbeing and Prestige-related Stress in Medicine and Law – Alejandro Montes/Aina Tarabini: Is Unversity for Everybody?: Deconstructing the Pathways to Access Higher Education in Catalonia – Amal Abou-Setta: Social Justice and Education in Egypt: The Case of Access to Higher Education – Shane Duggan: Fixing Futures: Politics, Citizenship, and Aspirational Policy Interventions in Chicago Public Schools – Kirsty Finn: Negotiating Crisis and Hope through Everyday Im/mobilities: Theorising Wellbeing and Belonging for Live-at-Home Students in an English University – Jessica Gagnon: Designated "Dangerous": Student and Academic Dissent against the Prevent Duty in the United Kingdom and the Professor Watchlist in the United States – Valentina Cuzzocrea: Youth, Peripherality and the Mobility Discourse – Navid Sabet: "Spreading Expecto Patronuses": Community-based Arts and Pathways to the Cultural Industries – Jasmin Immonen: "Love" and Slippery Borders in New Peruvian Cities – Matthew P. Sinclair/Emily M. Gray: Australian Educational Policy, School Funding, and Equity: A Neoliberal Governmentality Study – James Goring: Critical and Creative Young People: Making the Individual Responsible for the Management of Social Change – Simon Copland/Mary Lou Rasmussen: Safe Schools, Marriage Equality, and LGBTQ Youth Suicide – Roz Ward: Seeking Justice for LGBTI Young People in AustralianSchools: The Queer Relationship Between Safe Schools and Marxism – Marta Luxán-Serrano/Jokin Azpiazu-Carballo/Mila Amurrio-Velez: Tackling Sexual Violence in Higher Education: Reflections and Learnings from Basque Country – Contributor Biographies.

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Book SynopsisAlmost like a well-kept family recipe, there exists in education secret ingredients into what makes Latinx students successful. La Familia and Other Secret Ingredients to Latinx Student Success demonstrates how Latinx parents, a well-kept secret ingredient, assist with the academic success of Latinx students at all educational levels. Understanding the power of this secret ingredientand how to use itcan have a profound impact on success for Latinxs students and can be used as a model for how to work with and support students from all marginalized groups. La Familia and Other Secret Ingredients to Latinx Student Success is suitable for educators at all levels. This book can be used in general education and teacher preparation courses, ethnic studies courses, training for individuals in helping professions, or to launch exciting new dialogue.Table of ContentsList of Tables – Acknowledgments – Abbreviations – Introduction – What Is Parental Engagement? – Understanding Latinx Parental Engagement – How Latinx Parental Engagement Became Invisible – Manifestations of Cultural Capital: Participants at Smith College – Manifestations of Cultural Capital: Participants at the University of Massachusetts at Amherst – Manifestations of Cultural Capital: Participants at Holyoke Community College – Latinx Parental Engagement: A Portrait in Two Puerto Rican Communities – The Recipe for Latinx Student Success – Index.

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Book SynopsisAlmost like a well-kept family recipe, there exists in education secret ingredients into what makes Latinx students successful. La Familia and Other Secret Ingredients to Latinx Student Success demonstrates how Latinx parents, a well-kept secret ingredient, assist with the academic success of Latinx students at all educational levels. Understanding the power of this secret ingredientand how to use itcan have a profound impact on success for Latinxs students and can be used as a model for how to work with and support students from all marginalized groups. La Familia and Other Secret Ingredients to Latinx Student Success is suitable for educators at all levels. This book can be used in general education and teacher preparation courses, ethnic studies courses, training for individuals in helping professions, or to launch exciting new dialogue.Table of ContentsList of Tables – Acknowledgments – Abbreviations – Introduction – What Is Parental Engagement? – Understanding Latinx Parental Engagement – How Latinx Parental Engagement Became Invisible – Manifestations of Cultural Capital: Participants at Smith College – Manifestations of Cultural Capital: Participants at the University of Massachusetts at Amherst – Manifestations of Cultural Capital: Participants at Holyoke Community College – Latinx Parental Engagement: A Portrait in Two Puerto Rican Communities – The Recipe for Latinx Student Success – Index.

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Book SynopsisCan we all learn from failure equally? Failure Pedagogies examines the ways failure is often appropriated to advantage those most likely to be insulated from the risks associated with pursuing it as a creative strategy._Contributors ask questions that examine what happens when failures do not necessarily lead to progress or innovation: How is risk distributed? For whom is failure safe and why? For whom is failure a real end rather than an opening to generative possibilities? To address these questions, we focus largely on pedagogical settingsclassrooms, universities, and the conventions that reign therebut also confi gure pedagogy as a broad cultural practice that teaches acceptable and unacceptable forms of resistance, subversion, and risk. Contributors focus on a range of topics, including teaching and failure, language failures, fake news, disaster response failures, academic racism, sexual harassment and gender bias, queer failure, intersectionality and infertility activiTable of ContentsList of Figures – Chris Hay: Foreword: Failure, Fear, and Alternate Routes – Acknowledgments – Allison D. Carr/Laura R. Micciche: Introduction: Failure’s Sweat – Caddie Alford: When One Door Closes, Another Opens; Or, Appreciating Clichés – Alba Newmann Holmes/Kara Wittman: The Costs of Clarity – Kate Pantelides: After the Accusation: The Lasting Impact of Plagiarism Trauma on Student Writing Behaviors – Darci L. Thoune: Failure Potential: Using Failure as Feedback – Jim Ridolfo: Rhetorical Velocity and Fake News – R.J. Lambert: Failure as Exigence: Accusation and Apology as Opportunities for (Re)invention – Nancy G. Barrón/Sibylle Gruber: Redefining Failure: Controlling a Sense of Self – Anne Dalke: A Force of Disruption: Refusing the Success/Failure Complex – Shari J. Stenberg/Stacey Waite: Who Survives the Witch Hunt? Supporting Our Students in a Process We Know Will Fail Them – Gavin P. Johnson/Ryan Sheehan: The Uses of Queer Failure: Navigating the Pedagogical Mandate of Happiness – Jeanette Lehn: Committing to Failure: Critical Pedagogy and Failure in Classroom Teaching – Cassandra Phillips/Joanne Baird Giordano: Messy Processes Into and Out of Failure: Professional Identities and Open-Access Writers – Michelle LaFrance: Failure to Wake? What #WPAListservFeministRevolution Tells Us About a "Feminist" Writing Studies – Julie Myatt: Persevering Even When "We Are All Full of Mad": A Lesson in the Value of Incremental Progress – Maria Novotny/Juliette Givhan: "You Google Infertility and You Don’t See Me": Towards an Intersectional Framework Resisting the Rhetorical Slippages of Reproductive Activism – Kara Taczak/Debbie Gale Mitchell: Embracing the Ugly – Adam Hubrig: Narrativizing Dis/Ability: Deconstructing Institutional Uses of Disability Narratives – Aja Y Martinez: Papelitos Guardados, Part I: On Collegiality and Failure – Asao B. Inoue: Afterword: Failure and Letting Go – Contributors – Index.

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Book SynopsisIn Toward Renewal and Belonging: Art, Movement, and Community, Ingrid Hauss models her uniquely integrative and embodied pedagogy through an intricate weave of her art, studio process, and creative practice. The book provides a glimpse into an artist's journey which is rarely found in such a transparent, honest, and candid form. The author's pedagogical approach draws on the richness of her lived experiences, her stories, art, and poetry. In this book, Ingrid invites readers to engage in a creative process of self-discovery. Leading through a series of creative encounters, each chapter inspires and nurtures the renewal of wellness, vitality, and creativity. This work does not require previous artistic training or expertise to be a valuable resource. Educators, artists of all disciplines, and anyone interested in accessing and nurturing their own creative potential will find the book engaging, inspiring, and empowering. This work deepens and invigorates readers' creative conTrade Review“Ingrid Hauss’s new book engages the reader at many different levels—artistically, somatically and educationally. Each page brings some new idea or activity; the whole book is truly a journey of transformation.” —Jack Miller, Professor, The Ontario Institute for Studies in Education, The University of Toronto, and Author, The Holistic CurriculumTable of ContentsList of Figures – Acknowledgements – Introduction – Welcome – Inhalation: Breathing Life Toward Wonder and Awe – Exhalation: Hospitable Spaces and Creativity – Inscapes: Affirming Creative Vision beyond Interdisciplinary Thresholds – Practice with Inner Momentum: Toward the Manifestation of Creative Vision – Spaces for Nurturing and Self Care: Fostering Creative Renewal – Ponderings: Mirrors of Self-Reflection – Core Stabilization and Balance: Roots in Art, Movement, and Community – Creativity in Motion: Toward Renewal and Belonging – Epilogue.

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