Social pedagogy Books
Bloomsbury Publishing Plc Pedagogy of the Depressed
Book SynopsisThis book is one English professor's assessment of university life in the early 21st century. From rising mental health concerns and trigger warnings to learning management systems and the COVID pandemic, Christopher Schaberg reflects on the rapidly evolving landscape of higher education. Adopting an interdisciplinary public humanities approach, Schaberg considers the frequently exhausting and depressing realities of college today. Yet in these meditations he also finds hope: collaboration, mentoring, less grading, surface reading, and other pedagogical strategies open up opportunities to reinvigorate teaching and learning in the current turbulent decade.Trade ReviewWhat readers may not anticipate and should be delighted by the presence of, is a vast range of topics—seemingly randomly interspersed throughout the book—that break up the chapters of both theoretical musings and practical applications of managing the college literature classroom in the early twenty-first century world of pandemic lockdowns, changing university concerns, and the post-Postmodern world of businessmen in the White House. The honest tone of Schaberg’s prose is refreshingly welcome—he is continuously questioning what he is doing, why, and how is it affecting his students as well as providing critiques of what is wrong with higher education. [...] The optimism and pessimism of our current teaching mode alternate throughout Pedagogy of the Depressed. Schaberg's deepest concerns mirror many of ours. That administration will not see moving online as a fearful, temporary situation, but rather as a new efficient system that eliminates all sorts of issues, including those of class size limits or scheduling issues. We are depressingly isolated from our colleagues and valuable impromptu discussions and collaborations. A bonus? Throughout the book, Schaberg also talks about other texts that speak to the issues he is addressing. This is a great, and much appreciated, way to increase our academic TBR piles. * Teaching American Literature: A Journal of Theory and Practice *How do you teach through trauma? All college instructors have found themselves facing this question in recent days, but few with the insight and poignancy of Christopher Schaberg. Pedagogy of the Depressed provides both diagnosis and balm for those anxious about the possibilities for higher education in the midst of climate change and active shooter events and pandemic response and budgetary collapse, a profound reckoning with the conditions of learning today. * Kathleen Fitzpatrick, Director of Digital Humanities and Professor of English, Michigan State University, USA, and author of Generous Thinking: A Radical Approach to Saving the University *If the title page didn’t say Christopher Schaberg so plainly, I might have assumed the author was Guy Montag, protagonist of Ray Bradbury’s Fahrenheit 451. Both are suffering through a takeover by the machinery, technological and bureaucratic; both hold onto a humanistic ideal in the midst of it all. Pedagogy of the Depressed is in some ways precisely the opposite of what its title promises: rather than depressing, it’s a hopeful pushback against the pervasive air of depression and lowered expectations that has overtaken too many of our classrooms, and whose metaphor—if not cause—is Covid-19 and the ubiquity of the Zoom screen. Come for the jeremiad—but stay for the wise encouragement, that this work we do with students still matters. Perhaps matters more than ever. * Kevin Dettmar, W.M. Keck Professor of English and Director, The Humanities Studio, Pomona College, USA *Table of ContentsPrologue: No Place Like Home Introduction: The Depressed 1. We’re All Screens 2. Early Warnings 3. Learning Management 4. Against Sheep 5. Trigger U. 6. Ecophobia 7. Environmental Humanities? 8. Public Humanities? 9. Skimming the Surface 10. Autotheory 11. Beginnings 12. Chance Meeting 13. Theory Today 14. END MEETING FOR ALL 15. Night Writing 16. Less Grading 17. Tenure 18. Exhaustion 19. Well-Rounded 20. Turning Kids into Capital 21. Writing Together 22. Adjusting 23. First-Year Seminar 24. Pitt’s Law 25. Into the Unknown
£16.14
Emerald Publishing Limited Black Boys’ Lived and Everyday Experiences in
Book SynopsisReal and meaningful educational ethnography requires researchers to grapple with how they come to know what they know. In Black Boys' Lived and Everyday Experiences in STEM, KiMi Wilson invites us to understand the experiences of four Black boys attempting to learn mathematics and science in K-12 spaces. How do mitigating circumstances and fraught relationships impede on their journey to sharpening their mathematical and scientific skills? Taking us on a sociocultural trek of the best and worst elements of public education, Wilson provides access to a bird's eye view of how Black boys experience schooling on a day-to-day basis. Through phenomenological interview, readers are let into the minds of students Carter, Malik, Darius, and Thomas, and given the opportunity to understand how they identify themselves. Showcasing a mixture of revelations, we learn how some of their perceptions come from an authentic place, while others were out of their own control, and decided by individuals blind to their potential. Imagining a world where Black boys are encouraged to work on STEM goals rather than abandon them, this important book is for educators, researchers, teachers, administrators, and superintendents who want to create school cultures that value Black boys, and want to reimagine teaching spaces for them.Table of ContentsChapter 1. Summoned Chapter 2. Mitigating Circumstances, Fraught Relationships Chapter 3. Artistry Chapter 4. Dirt Chapter 5. Caged Interlude: Sanctuary Chapter 6. I.D. Chapter 7. Gatekeepers Chapter 8. Ruah: Breathing (New) Ness
£43.19
Emerald Publishing Limited Leading for Equity in Uncertain Times: A
Book SynopsisLeading for Equity in Uncertain Times outlines a regenerative process for educational leaders developed in response to the disruption and crises caused by the social happenings of the Covid-19 pandemic, the racial justice reckoning after the George Floyd murder, and the political polarization paralyzing the United States. Each of these significant occurrences has left a lasting impact on school leaders, their teachers, students, families, and school communities. Educational leaders and scholars are just beginning to unravel the effects of this social phenomena on themselves personally and professionally, and on those they lead, teach, and support. Inequities that existed before are now magnified and untenable. Using a classic grounded theory research approach, Candelarie explores the implementation of The Regenerative Process, and how educational leaders can use this process to identify needed actions to respond to crisis, disruption, and change within their schools and educational organizations. These actions will regenerate education to a better, higher, more worthy state that is equitable and socially just.Table of ContentsIntroduction Chapter 1. Regenerative Leadership Chapter 2. The Regenerative Process Chapter 3. Grounded Theory Methodology Chapter 4. Recognition Chapter 5. Reconnection Chapter 6. Reconciliation Chapter 7. Reciprocity Chapter 8. Reconstruction and Revolution Closing
£33.75
V&R unipress GmbH The School and the Teacher Facing the Challenges
Book SynopsisFacing challenges in nowadays social life and future prospects
£43.19
Edinburgh University Press Social Justice and the Language Classroom
Book SynopsisPedagogical principles and practices to integrate social justice issues into your language classroomTrade Review"Social Justice and the Language Classroom makes a compelling and grounded argument for connecting social justice, language education and decolonial perspectives. As language educators we cannot sit silently by in the face of local and wider injustices. It shows both why critical language education projects are essential and how they can be developed." -Alastair Pennycook, University of Technology Sydney
£23.74
MP-FLO Uni Press of Florida Pedagogy and Practice in Heritage Studies
Book SynopsisPresents teaching strategies for helping students think critically about the meanings of the past today. In these case studies, experienced teachers discuss ways to integrate heritage studies values into archaeology curricula, illustrating how the fields enrich each other.
£67.15
Emerald Publishing Limited Research-practice Partnerships for School
Book SynopsisThere is an increasing focus on research-practice partnerships that adopt research designs aimed at improving educational practice while advancing research knowledge. There is now a need for books that provide a theoretical and practical account of successful research designs that have been tested and replicated over time and contexts. This book addresses this need by providing the first comprehensive account of the Learning Schools Model (LSM), a design-based research-practice partnership that has been tested over 15 years and across contexts and countries (n=5). This model has successfully built teacher and school capacity and improved valued student outcomes for primarily indigenous and ethnic minority students from lower socio-economic communities. The quality of research into the model has been recognised locally and internationally. The International Literacy Association reprinted a paper on the original model in their volume “Theoretical models and processes of Reading (6th Ed)”. The authors won the University of Auckland’s Research Excellence Award (2015), awarded for research of demonstrable quality and impact, for their research into the Model. This book addresses several gaps in the existing literature on research-practice partnerships. Firstly, understanding applications in contexts beyond the USA where much of the seminal work is located adds to our collective understanding of contexts in terms of constraints and enablers. Secondly, we provide a theoretical account of partnership development and demonstrate how these are practically developed in situ to address the known need for stronger theoretical understandings of partnership development and better training in developing partnerships. Finally, our book demonstrates how research can be both responsive to context and yet have robust and replicable research designs that improve valued student outcomes over time and contexts. This in turn provides an alternate research approach for countries where randomised control trials are often the “gold standard” for interventions.Table of ContentsChapter 1. Ambitious Aims: Research for Solutions and Knowledge Chapter 2. The Learning Schools Model (LSM) Chapter 3. Collaborative Data Analysis Chapter 4. Partnerships for Design and Sustainability Chapter 5. Resourcing and Professional Learning and Development (PLD) Chapter 6. Sustainability of the LSM Chapter 7. Learning to Learn
£69.34
Cognella, Inc Opportunity Gap: Poverty, Trauma, and Learning in American Public Education
Book SynopsisOpportunity Gap: Poverty, Trauma, and Learning in American Public Education examines the ways in which economic, social, and environmental risk factors can impact students' opportunities to access equitable education practices.Part I provides readers with a framework for understanding achievement and how a student's access to opportunities impacts their academic success. It also explores American education policy from a historical perspective and identifies current policies that inform the education process within the context of poverty. Part II paints a picture of poverty in U.S. schools, identifying the compounding effects of factors associated with poverty and their impact on learning. Readers learn how policy, research, and practice work together to provide a framework for reform. In Part III, readers explore the highly predictive relationship between poverty and trauma. The neurobiological effects of poverty on early development, the role of poverty in adverse childhood experiences, and the intersection of nature and nurture are discussed. The final part presents a theoretical framework for closing the opportunity gap that leverages resilience and student-level strengths as well as systems-level policy changes that can lead to greater access to opportunity for students affected by poverty and trauma.Opportunity Gap is an ideal resource for students of education and mental health policy, pre-service and current educators, as well as school administrators, mental health practitioners, school counselors, and others who work within the school system.
£57.80
Springer Verlag, Singapore Transforming Pedagogies Through Engagement with
Book SynopsisThis book identifies three types of influential forces that pose challenges to innovations: socio-cultural dynamics, teacher individuality, and local circumstances. It uses languages, cultural traits, and intellectual heritages in the Asia-Pacific region as an example to show the resistance to Western-based pedagogies due to disparities between the innovations and these local heritages. It reveals personal and professional values that teachers hold and how these values, while seemingly supporting creative ideologies, happen to prevent them from incorporating innovations in their practices. The book discusses how informal educational activities and services that a society possesses could impede pedagogical innovations. There is, therefore, a need for institutions and educators to develop a positive relationship between these phenomena and teaching innovations.Table of ContentsPart I - Learners’ socio-cultural dynamics as resistance to change.- 1. Educational Neo-liberalism and the Annexation of Literacy: a cautionary tale in the Asia-Pacific context.- 2. Learning of Confucian heritage cultures(CHC) students: A myth explored from multiple perspectives.- 3. Task-based language teaching in China’s university English class: An exploration of opportunities and tensions from the third-generation activity theory perspective.- 4. The role of local cultural and intellectual resources for supporting Indonesian EFL students’ creative writings.- 5. Capturing the complexities of the implementation process of formative assessment in science classrooms under the activity theory framework.- 6. Improving higher-education pedagogy through understanding students’ reflective processes in the Australian context.- Part II - – Learners’ socio-cultural dynamics as resistance to change.- 7. How to enable teachers to change their pedagogical practices? Representation construction approach as an effective tool.- 8. The role of preservice teachers’ prior beliefs in preservice EAL teaching.- 9. The influence of culture on ICT use in Saudi Arabian science classrooms.- 10. Pre-service teachers rethinking Australian education standards in practical placement context.- Part III – Local circumstances as resistance to change.- 11. Challenges to incorporating Asian literacy in Australian school curriculum.- 12. Contextualizing service learning practices in rural Vietnam: pre-service teachers’ pedagogical development.- 13. Posting your thoughts: A Pedagogy in Changing Student Mindset.- 14. A semiotics self-reflection model in identity construction in the context of an Australian Megachurch.- 15. Developing Socio-culturally supportive pedagogy for the marginalised in the Korean context.- References.- Content index.
£98.99
Information Age Publishing Beyond Single Stories: Changing Narratives for a
Book SynopsisEvery social studies curriculum tells a story. It is increasingly apparent that new stories are needed to guide us through the multiple and intersecting crises that have come to define our times. This accessible volume supports student teachers, teachers, and teacher educators to engage critically with the stories that social studies curricula tell and neglect to tell, particularly those that relate and contribute to the root causes of contemporary social and ecological injustices.A balanced and inclusive curriculum necessitates a broad range of stories and perspectives, not just the master narratives of dominant groups. Incorporating a range of pedagogical approaches and spanning a diversity of themes, from representations of Africa in Chinese textbooks, to slavery and the American civil rights movement, to refugees and the role of indigenous knowledge systems in addressing climate breakdown, this volume includes and creatively engages with previously marginalized and silenced stories and perspectives. Both practical and theoretical in its approach, it seeks to provoke, meaningfully support, and inspire educators to incorporate alternative stories or counter-narratives into their social studies teaching.This unique volume is essential reading for student teachers, teachers, teacher educators as well as anyone interested in inspiring children and young people to be open-minded, critically engaged, and empathetic agents of change, committed to addressing realworld social and ecological injustices.
£51.30
Information Age Publishing Beyond Single Stories: Changing Narratives for a
Book SynopsisEvery social studies curriculum tells a story. It is increasingly apparent that new stories are needed to guide us through the multiple and intersecting crises that have come to define our times. This accessible volume supports student teachers, teachers, and teacher educators to engage critically with the stories that social studies curricula tell and neglect to tell, particularly those that relate and contribute to the root causes of contemporary social and ecological injustices.A balanced and inclusive curriculum necessitates a broad range of stories and perspectives, not just the master narratives of dominant groups. Incorporating a range of pedagogical approaches and spanning a diversity of themes, from representations of Africa in Chinese textbooks, to slavery and the American civil rights movement, to refugees and the role of indigenous knowledge systems in addressing climate breakdown, this volume includes and creatively engages with previously marginalized and silenced stories and perspectives. Both practical and theoretical in its approach, it seeks to provoke, meaningfully support, and inspire educators to incorporate alternative stories or counter-narratives into their social studies teaching.This unique volume is essential reading for student teachers, teachers, teacher educators as well as anyone interested in inspiring children and young people to be open-minded, critically engaged, and empathetic agents of change, committed to addressing realworld social and ecological injustices.
£91.80
Taylor & Francis Ltd Handbook of Special Education Research Volume II
a huge range and FREE tracked UK delivery on ALL orders.
£109.25
