Teaching of students with physical impairments or disabilities Books

Book SynopsisDisrupt the painful cycle of academic challenges and emotional distressWhen students struggle with learning, it can be stressful for both them and their teachers. Struggling learners are more likely to experience low self-esteem, anxiety, depression, and behavioral issueschallenges that, combined with highly stressful learning experiences, can tip students into a trauma response that makes learning even harder.Overcoming the School Trauma Cycle explores the science behind how learning occurs in the brain, how it can be disrupted, andmost importantlyhow to overcome the painful cycle of academic challenges and emotional distress. Inside, you'll find: What the latest research tells us about how mental health issues can disrupt the learning process How academic and mental health challenges can fuel each other Manageable, whole-class practices and targeted supports to meet struggling learners' academic and emo

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Book SynopsisThis book furthers the discussion concerning critical pedagogy and its practical applications for urban contexts. It addresses two looming, yet under-explored questions that have emerged with the ascendancy of critical pedagogy in the educational discourse: (1) What does critical pedagogy look like in work with urban youth? and (2) How can a systematic investigation of critical work enacted in urban contexts simultaneously draw upon and push the core tenets of critical pedagogy? Addressing the tensions inherent in enacting critical pedagogy between working to disrupt and to successfully navigate oppressive institutionalized structures, and between the practice of critical pedagogy and the current standards-driven climate The Art of Critical Pedagogy seeks to generate authentic internal and external dialogues among educators in search of texts that offer guidance for teaching for a more socially just world.Trade Review«Firmly grounded upon critical educational practices with youth, ‘The Art of Critical Pedagogy’ systematically examines the power of an emancipatory approach to urban schooling in the United States. In so doing, the authors eloquently challenge conservative policies and practices tied to standardized testing and curriculum, calling forth a bold and rigorous critical pedagogy that affirms life, nurtures intellect, and embraces our humanity in the service of a more just world. For those critically committed to a new era of social justice in education, this book represents a significant contribution to this endeavor.» (Antonia Darder, Professor, Educational Policy Studies, University of Illinois-Urbana Champaign) «Despite the pessimism, cynicism, and despair surrounding urban education, this book offers us the kind of public scholarship that gives us what we need most – a hope grounded in the reality that activism and social movements still matter and the people who matter most are those we serve the least.» (Gloria Ladson-Billings, Professor, Kellner Family Chair in Urban Education, University of Wisconsin-Madison) «This is a book for our times. It brings to the fore critical voices that have for too long been neglected in the field of critical pedagogy. ‘The Art of Critical Pedagogy’ is a powerful new contribution to social justice education, written by two emerging leaders in the field whose work is destined to transform the landscape of critical education. Developing critical navigational strategies for urban teachers while advocating a critical pan-ethnic framework for education and a grounded theory of praxis, ‘The Art of Critical Pedagogy’ becomes an engine that drives the transformation of teachers into critical public historians. This book should be at the top of every critical educator’s reading list.» (Peter McLaren, Professor, Graduate School of Education and Information Studies, UCLA) «At a time when the nation is searching for ways to close the achievement gap, reduce the drop-out rate, and improve our urban schools, Duncan-Andrade and Morrell have produced a powerful book that provides insights into how these goals can be achieved. Drawing on years of direct experience teaching and studying urban schools, they show us what it takes to transform classrooms and schools into learning environments that respond to the needs of students and make it possible to use education as a source of hope and empowerment.» (Pedro Noguera, Professor of Sociology, New York University)

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Book SynopsisWith the passage of Public Law 94-142 in 1975, the learning disability construct gained national legitimacy. Feeding that political achievement, behind the very idea of a learning disability, was the development of a science that blended neurology, psychology, and education. This book tracks the historical creation of the science of learning disabilities, beginning with the clinical research with brain-injured World War I soldiers conducted by German physician Kurt Goldstein. It traces the growth of the two primary research traditions, the psycholinguistic theory of Samuel Kirk and the movement education of Newell Kephart, exploring how specific scientific orientations, theories, and practices led to the birth of the learning disability in the United States.Trade Review«In ‘The Incomplete Child’, Scot Danforth explores the historical roots of the psychological theories that have, since early in the twentieth century, undergirded what has become the field of learning disabilities. It is an intellectual history that points to the conflicts and contentious debates between proponents of a clinical viewpoint of this disability on the one hand and those subscribing to a psychometric and positivistic interpretative framework on the other. Danforth’s great achievement in this conceptually rich and provocative volume is to alert us to the dangers inherent in an uncritical faith in the psychological sciences in explaining and ultimately trying to control human diversity. It is a must-read for anyone interested in the domain of childhood learning problems and the questionable legacy of special educators in addressing them.» (Barry M. Franklin, Author of ‘From ‘Backwardness’ to ‘At-risk’: Childhood Learning Difficulties and the Contradictions of School Reform’; Professor of Education, Utah State University) «That some people fail to learn easily or predictably has troubled academic sorts at least since the early 1900s. Neither ‘mentally ill’ nor ‘mentally retarded’, these people created a problem that, as Scot Danforth shows in ‘The Incomplete Child’, became a twentieth-century system of meaning and treatment for this particular failure. In the history of ideas tradition, Danforth’s book follows the evolution of learning disability from its German origins to its North American controversies. In doing so, it also traces the history of what Danforth calls ‘an actuarial objectivism’ in tension with ‘a clinical subjectivism’ in this interdisciplinary field. Breaking new ground, the book is a must read for academics and lay readers alike.» (James W. Trent, Author of ‘Inventing the Feeble Mind: A History of Mental Retardation in the United States’; Professor of Social Work, Gordon College)«In ‘The Incomplete Child’, Scot Danforth explores the historical roots of the psychological theories that have, since early in the twentieth century, undergirded what has become the field of learning disabilities. It is an intellectual history that points to the conflicts and contentious debates between proponents of a clinical viewpoint of this disability on the one hand and those subscribing to a psychometric and positivistic interpretative framework on the other. Danforth’s great achievement in this conceptually rich and provocative volume is to alert us to the dangers inherent in an uncritical faith in the psychological sciences in explaining and ultimately trying to control human diversity. It is a must-read for anyone interested in the domain of childhood learning problems and the questionable legacy of special educators in addressing them.» (Barry M. Franklin, Author of ‘From ‘Backwardness’ to ‘At-risk’: Childhood Learning Difficulties and the Contradictions of School Reform’; Professor of Education, Utah State University) «That some people fail to learn easily or predictably has troubled academic sorts at least since the early 1900s. Neither ‘mentally ill’ nor ‘mentally retarded’, these people created a problem that, as Scot Danforth shows in ‘The Incomplete Child’, became a twentieth-century system of meaning and treatment for this particular failure. In the history of ideas tradition, Danforth’s book follows the evolution of learning disability from its German origins to its North American controversies. In doing so, it also traces the history of what Danforth calls ‘an actuarial objectivism’ in tension with ‘a clinical subjectivism’ in this interdisciplinary field. Breaking new ground, the book is a must read for academics and lay readers alike.» (James W. Trent, Author of ‘Inventing the Feeble Mind: A History of Mental Retardation in the United States’; Professor of Social Work, Gordon College)

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Book SynopsisThis book aims to provide new insights into the complexities of theorizing contemporary adolescent literacies. It proposes a theoretical approach to understanding youth cultural production which addresses several lacunae in the field of new literacy research. Through a series of examinations of youth writing both inside and outside of school, the book builds an approach to the study of contemporary youth expression that draws on the theoretical and methodological insights of cultural studies. The voices of youth are central, and both the content and form of what they have to say ground the project. Reading Youth Writing is intended for a cross-disciplinary academic audience: it will be of particular interest to scholars and both undergraduate and graduate students in the fields of education, new literacy, cultural studies, communications and media studies, rhetoric and composition studies, sociology, and sociolinguistics. Since the content is based on youth cultural productiTrade Review«With Reading Youth Writing, Low and Hoechsmann track cutting-edge literacy activities in and out of school... Written with verve and wit, this book is both guide and inspiration in its insightful analyses of young writers’ flourishing, challenging work – which needs to be read, as it is read here, not through rose-coloured glasses but by critically engaging the hip-hop, YouTube cultural reworkings of writers who may yet prove a promising citizenry... We are indebted to Hoechsmann and Low’s research.promising citizenry... We are indebted to Hoechsmann and Low’s research.» (John Willinsky, Stanford University) «I keep wondering why someone hasn’t already written a book like ‘Reading Youth Writing’! Youth writing/youth production is such an important component of youth culture, and issues of voice in particular are critical. But I am delighted that it is Michael Hoechsmann and Bronwen E. Low who have finally taken on this project. Here they bring together their individual and collective experiences as community activists and media specialists. But they are also academics who are committed to a pedagogy of change. Reading Youth Writing tells a story that will change the landscape of how those who work with and for young people in such areas as communication, cultural studies, education and youth studies think about youth as producers.» (Claudia Mitchell, James McGill Professor, McGill University)

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Book SynopsisThe Social Theory in Education Primer shows how classical sociology sets the frame for theory and research in education. Three major paradigms are explained in their historical context, and are used as a key to making sense of contemporary work that understands education from a sociological point of view. The central classical theorists considered are seen both in their own context, and also as the founders of the major movements that have continuing influence. The social theories of Durkheim, Marx, and Weber are used to frame and orient concepts for the different models of contemporary work. This primer is essential reading for courses devoted to social theory and education; sociology of education; social foundations of education; history of education; history of sociology; sociological theory; and sociology of knowledge.

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Book SynopsisLaw, policy, and practice in the United States has long held that students with disabilities including those with intellectual disabilities have the right to a free and appropriate public education, in a non-restrictive environment. Yet very few of these students are fully included in general education classrooms. Educational systems use loopholes to segregate students; universities regularly fail to train teachers to include students; and state regulators fail to provide the necessary leadership and funding to implement policies of inclusion. Whatever Happened to Inclusion? reports on the inclusion of students with intellectual disabilities from national and state perspectives, outlining the abject failure of schools to provide basic educational rights to students with significant disabilities in America. The book then describes the changes that must be made in teacher preparation programs, policy, funding, and local schools to make the inclusion of students with intellectualTrade Review«A state of the union on inclusion, this book issues a report card for the nation’s schools. Phil Smith weaves a compelling story told in numbers about the lack of progress made in including all students, particularly those with intellectual disabilities, in the general education classroom. Contributing authors contextualize this larger story by focusing on the state of inclusion in particular contexts…. Smith and his contributors convincingly document small moments of possibility and progress, as well as the incessant backwards pull toward the status quo of segregated special education. Smith shows how the general education classroom remains a sacrosanct space – exclusionary, normative, and unyielding – and the disparate impact such exclusionary policies and practices have on students of color and students with disabilities.… Smith concludes this groundbreaking work with a set of guiding practices great and small that we can (and must) do as communities, as teacher educators, as policy makers, and as teachers to finally realize the promise of inclusion.» (Beth Ferri, Associate Professor in the School of Education, Syracuse University)«A state of the union on inclusion, this book issues a report card for the nation’s schools. Phil Smith weaves a compelling story told in numbers about the lack of progress made in including all students, particularly those with intellectual disabilities, in the general education classroom. Contributing authors contextualize this larger story by focusing on the state of inclusion in particular contexts…. Smith and his contributors convincingly document small moments of possibility and progress, as well as the incessant backwards pull toward the status quo of segregated special education. Smith shows how the general education classroom remains a sacrosanct space – exclusionary, normative, and unyielding – and the disparate impact such exclusionary policies and practices have on students of color and students with disabilities.… Smith concludes this groundbreaking work with a set of guiding practices great and small that we can (and must) do as communities, as teacher educators, as policy makers, and as teachers to finally realize the promise of inclusion.» (Beth Ferri, Associate Professor in the School of Education, Syracuse University)Table of ContentsContents: Phil Smith: Whatever Happened to Inclusion? The Place of Students with Intellectual Disabilities in General Education Classrooms – Phil Smith: Trends for Including Students with Intellectual Disabilities in General Education Classrooms – Phil Smith: Defining Inclusion: What Is It? Who Does It Benefit? – Phil Smith: Barriers to Inclusion: Does Special Education Work? – Valerie Owen/Susan Gabel: Lack of Vision? Lack of Respect? Exclusion in Illinois – Barbara LeRoy/Krim Lacey: The Inclusion of Students with Intellectual Disabilities in Michigan – Emily A. Nusbaum: Fighting Professional Opinions: Stories of Segregation by Three California Families – Kagendo Mutua/Jim Siders: «What Is This Inclusion Thing? Who Dumped These Kids on Me? How Am I Supposed to Do This? Tracing the Contours of Inclusion in Alabama – David Connor: Adding Urban Complexities into the Mix: Continued Resistance to the Inclusion of Students with Cognitive Impairments (or New York, New York: So Bad They Segregated It Twice) – Phil Smith: The Story(s) of the States: What Does It All Mean? – Phil Smith: Preparing Educators for Inclusion: What We’re Doing Right, What We’re Doing Wrong – Phil Smith: Future Directions: Policy, Practice, and Research.

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Book SynopsisGhosts of No Child Left Behind politically situates curriculum within a historically and critically informed context, to understand the structural forces that have contributed to the creation of a population of adolescents who read below a third grade level. The book then proposes a reconceptualization of literacy curriculum within a critical discourse to facilitate self-actualizing pedagogy for non-reading adolescents some of whom are incarcerated. Rooted in a complex understanding of teaching, learning, and knowledge, this book presents information to policymakers, administrators, and educators that is vital to improving literacy instruction, curriculum, and policy. The information presented here can also inform the general public, especially parents, so that they may advocate for an educational infrastructure that promotes empowering literacy development for every student, including non-reading adolescents and younger struggling readers. This book is an unparalleled resoTrade Review«Joanne Carris’s new book, ‘The Ghosts of No Child Left Behind’, is a strikingly important and well-crafted guide to understanding and addressing a critical problem in American education and society – non-reading adolescents in the light of punitive public policy embodied in NCLB and its successors. How can an allegedly socially just democratic society ignore the standing of these children – many of them of color – many of them facing leaving school without graduating and suffering the consequences? Dr. Carris shines a bright light on the issue and asks us if we can tolerate a problem – not the students but our policies – that virtually guarantees poor health, a need for future public economic support, low lifetime earnings, underemployment, and, for far too many, incarceration. This is the book that helps us understand that moving to help these children is not only a moral obligation and within our power, but is also cost effective in the face of the consequences of neglect. It should be for every educator who cares and, just as importantly, for every thinking voter and policy maker.» (Nicholas M. Michelli, Presidential Professor The Graduate Center The City University of New York)«Joanne Carris’s new book, ‘The Ghosts of No Child Left Behind’, is a strikingly important and well-crafted guide to understanding and addressing a critical problem in American education and society – non-reading adolescents in the light of punitive public policy embodied in NCLB and its successors. How can an allegedly socially just democratic society ignore the standing of these children – many of them of color – many of them facing leaving school without graduating and suffering the consequences? Dr. Carris shines a bright light on the issue and asks us if we can tolerate a problem – not the students but our policies – that virtually guarantees poor health, a need for future public economic support, low lifetime earnings, underemployment, and, for far too many, incarceration. This is the book that helps us understand that moving to help these children is not only a moral obligation and within our power, but is also cost effective in the face of the consequences of neglect. It should be for every educator who cares and, just as importantly, for every thinking voter and policy maker.» (Nicholas M. Michelli, Presidential Professor The Graduate Center The City University of New York)

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Book SynopsisWish To Live: The Hip-hop Feminism Pedagogy Reader moves beyond the traditional understanding of the four elements of hip-hop culture rapping, breakdancing, graffiti art, and deejaying to articulate how hip-hop feminist scholarship can inform educational practices and spark, transform, encourage, and sustain local and global youth community activism efforts. This multi-genre and interdisciplinary reader engages performance, poetry, document analysis, playwriting, polemics, cultural critique, and autobiography to radically reimagine the political utility of hip-hop-informed social justice efforts that insist on an accountable analysis of identity and culture. Featuring scholarship from professors and graduate and undergraduate students actively involved in the work they profess, this book's commitment to making the practice of hip-hop feminist activism practical in our everyday lives is both compelling and unapologetic.Trade Review«Wish to Live is an insightful, intergenerational account capturing the contemporary politics and poetics of hip-hop feminism. The diversity of voices featured is matched by the multiple writing forms that take the reader from ‘extralocal’ autoethnographies to exacting popular cultural criticism. Each contributor grapples with the complexities of social identity in a ‘post’ world and takes up hip-hop as part art, activism, pedagogy, and lived reality. Editors Ruth Nicole Brown and Chamara Jewel Kwakye recommend the chapters be performed or read aloud. Its intent is to inform, incite, and transform. The stories will move you. Wish to Live breathes life into hip-hop feminism. It is because of their flesh-filled and affirming approach to describing the hip-hop genderation that this Reader will be an invaluable resource for the burgeoning field.» (Aisha Durham, Co-editor and Author of Home Girls Make Some Noise!: Hip Hop Feminism Anthology) «If I had only one wish to give, it would be that anyone who has any kind of interactions in the lives of young women of color be required to read Wish to Live: The Hip-Hop Feminism Pedagogy Reader. This creative and innovative exploration into hip-hop, feminism, and education is poised to take hip-hop feminist thought and activism – indeed the field of hip-hop studies – to the next level. The contributors in this volume prove that when and where young women of color enter the hip-hop cipher the entire game gets real and lives change! This book is a must-read – not just for hip-hop heads and educators – for anyone who claims to care about the lives of young women and girls.» (Gwendolyn D. Pough, Associate Professor and Chair, Department of Women's and Gender Studies, Syracuse University)Table of ContentsContents: Dominique C. Hill: An Unapologetic Lyric: A Warrior’s Battle for Space in Education – Tanya Kozlowski: Who Wants 2 b Hard? A Lesbian of Color Critiques the Phrase «No Homo» in Hip-Hop – Darlene Vinicky: (Progressive) Hip-Hop Cartography – Zenzele Isoke: Lighting the Fire: Hip-Hop Feminism in a Midwestern Classroom – Ruth Nicole Brown: For Oya: I Love Myself Dancing… and Then Again When I Am Boxed in and Overwhelmed – Adilia James: The Black Girl Body as a Site of Sexual Terrorism – Christina Carney: The Politics of Representation for Black Women and the Impossibility of Queering the New Jersey 4/7 – Sheri Davis-Faulkner: Camp Carrot Seed: Reflections on a Critical Pedagogic Project – Chamara Jewel Kwakye: Dr. Theresa Bayarea: Dancing to Make Freedom – Shaunita Levison: Freedom Schools and Ella Baker – Porsha Olayiwola: Performance: «My legacy of imagination is not lost.». The Almighty and Most Powerful – Loy A. Webb: I Am A Woman – Tanya Kozlowski/Irene Christine Zavarsky/Christina Armstrong: Body Cypher Love: A Remix: A Hip-Hop Feminist Project – Blair Ebony Smith: Black Girl Night Talk – Durell Callier: Acting Out: A Performative Exploration of Identity, Healing, and Wholeness – Grenita Hall: Get It Girl Moments: A Reflection on Dance and Research – Sesali Bowen: The Bad Bitch Society: Discovering Love through Writing and the New Hip-Hop – Precious McClendon: Show Yo’ Self – Christina Armstrong: A Conversation with Black Artemis – Lena Foote: A Mother and Daughter Talk Hip-Hop – J. Sean Callahan: Summer Vacation in B’ham, Alabama, or Southern Fried Feminism – DaYanna Crider: I Love Music! – Kristen Smith: In the Words of Others We Find Ourselves – Sheri Lewis: Youth (Young Adult) Organizing – Jessica Robinson: Can We Be for Black Girls and against Their Sexuality? – Porshe Garner: Check-In – Taylor-Imani Linear: On Being in the Service of Someone Else’s Shine – Desiree McMillion: To the Visionary – Claudine Taaffe: Portrait of a Black Girl: Seeing Is NOT Believing.

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Book SynopsisMedia Education Goes to School examines the struggles involved in integrating media education across the curriculum at a small urban school. Based on quasi-ethnographic research specifically semi-formal individual and group interviews with twenty-one participants and participant-observation the text focuses on how students understand and make meaning of media education in their schools, and what they know about urban education and urban school reform. The book argues against the neoliberal ethos that continuously harms urban youth and the rhetoric of new school reform that replicates, not heals, subjected social positions. Media education is a necessity in secondary schooling, but it cannot be thoroughly integrated into schools until significant structural changes are made in education: this book positions the site of change through the struggles students express with their own experience of education.

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Book SynopsisIn this book, a group of researchers and educators consider in detail the possibilities and tensions of curriculum-making in early childhood education. The book discusses a wide range of issues related to postfoundational approaches to curriculum, such as the images of children and educators, pedagogical narrations, reflective practice, transitions and routines, the visual arts, social change, and family-educator involvement in the classroom.Trade Review«This is an important contribution to the growing reconceptualist literature on early childhood education. The book offers a diverse and stimulating mix of contributions from lecturers, educators, and students, examining curriculum and other key issues in a critical and challenging way and showing the value and relevance to practice of postfoundational theories.» (Peter Moss, Institute of Education, University of London)«This is an important contribution to the growing reconceptualist literature on early childhood education. The book offers a diverse and stimulating mix of contributions from lecturers, educators, and students, examining curriculum and other key issues in a critical and challenging way and showing the value and relevance to practice of postfoundational theories.» (Peter Moss, Institute of Education, University of London)Table of ContentsContents: Veronica Pacini-Ketchabaw: Curriculum’s Flows, Rhythms, and Intensities: A Beginning – Enid Elliot: Thinking beyond a Framework: Entering into Dialogues – Cristina D. Vintimilla: These Ventriloquist Walls: Troubling Language in Early Childhood Education – Kirsten Ho Chan: Rethinking Children’s Participation in Curriculum Making: A Rhizomatic Movement – Iris Berger: Extending the Notion of Pedagogical Narration through Hannah Arendt’s Political Thought – Deborah Thompson: A Story to Unsettle Assumptions about Critical Reflection in Practice – Kathleen Kummen: Is It Time to Put «Tidy Up Time» Away?: Contesting Routines and Transitions in Early Childhood Spaces – Sylvia Kind: Art Encounters: Movements in the Visual Arts and Early Childhood Education – Veronica Pacini-Ketchabaw/Fikile Nxumalo: A Curriculum for Social Change: Experimenting with Politics of Action or Imperceptibility – Mary Caroline Rowan: Disrupting Colonial Power through Literacy: A Story about Creating Inuttitut-Language Children’s Books – Laurie Kocher/Paul Cabaj/David Chapman/Nancy Chapman/Carmen Ryujin/Elizabeth Wooding: Families and Pedagogical Narration: Disrupting Traditional Understandings of Family Involvement.

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Book SynopsisDiscourses and Identities in Contexts of Educational Change presents the work of fourteen scholars concerning the United States and Mexico. The authors explore current and changing educational contexts through the relationship between discourses and identities. These are contexts in which the participants must negotiate multiple, and sometimes conflicting, positions. The empirical studies reported here are grounded in contemporary theories of sociolinguistics and literacy practices, social relations conceptualized in dynamics of power, and identity representations. The book uniquely contributes to the challenges facing different educational communities in specific contexts by using discourse and identity as the conceptual tools to analyze the problematic and often unclear relationship among diverse educational actors immersed in contexts of change at the local, national, and global levels.Trade Review«The chapters in this book collectively address an interesting range of educational change proposals and implementations, from global to local levels, and with varying points of impact within the overall educational enterprise […]. Across this span we are presented with diverse and interesting perspectives on, and insights into, ways in which social orderliness and hierarchy are constituted and refined within everyday processes of people being recognized as being particular kinds of persons within particular contexts […].This book could be read in many ways. My way reads it as a text that moves between forms of social research that speaks to questions of meaning, action, and social order, on the one hand, and forms of educational inquiry undertaken with a view to contributing toward promoting better quality learning and more equitable academic achievement, on the other. In the final analysis, the book prompts difficult questions about the relationship between how formal learning is socially ordered and the ideal of enhancing learning on an equitable basis [… ] (It) is a timely reminder that in the game of educational change the odds are stacked heavily in favour of established order, structure, and hierarchy» (Colin Lankshear, from the Introduction)«The chapters in this book collectively address an interesting range of educational change proposals and implementations, from global to local levels, and with varying points of impact within the overall educational enterprise […]. Across this span we are presented with diverse and interesting perspectives on, and insights into, ways in which social orderliness and hierarchy are constituted and refined within everyday processes of people being recognized as being particular kinds of persons within particular contexts […].This book could be read in many ways. My way reads it as a text that moves between forms of social research that speaks to questions of meaning, action, and social order, on the one hand, and forms of educational inquiry undertaken with a view to contributing toward promoting better quality learning and more equitable academic achievement, on the other. In the final analysis, the book prompts difficult questions about the relationship between how formal learning is socially ordered and the ideal of enhancing learning on an equitable basis […] (It) is a timely reminder that in the game of educational change the odds are stacked heavily in favour of established order, structure, and hierarchy» (Colin Lankshear, from the Introduction)Table of ContentsContents: Guadalupe López-Bonilla/Karen Englander: Preface – Colin Lankshear: Introduction – Hugh Mehan/Nadia Khalil/J. César Morales: Going the Distance: The Challenges of Traversing Cultural and Geographical Space between Home and School – Elizabeth Birr Moje: Developing Disciplinary Discourses and Identities: What’s Knowledge Got to Do with It? – Guadalupe López-Bonilla: «Teamwork»: Conflicting Cultural Models of Gender, Class, School, and Family among High School Students – James Paul Gee: Reading, Language Development, Video Games, and Learning in the Twenty-first Century – Carmen Pérez-Fragoso: Between Physical and Virtual Spaces: The Literacy Practices of High School Students – Judith Green/Ana Inés Heras: Identities in Shifting Educational Policy Contexts: The Consequences of Moving from Two Languages, One Community to English Only – Alma Carrasco/Rollin Kent: Power, Identity and Discourse in the Institutionalization of Basic Education in Mexico – Karen Englander: The Globalized World of English Scientific Publishing: An Analytical Proposal That Situates a Multilingual Scholar – Guadalupe Tinajero-Villavicencio: Bicultural or Intercultural? The Official Discourse and Its Appropriation by Indigenous Teachers in Mexico.

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Book SynopsisAs many young adults continue to disengage with learning each day, teachers and administrators struggle to find programming that re-engages secondary students with their schooling and communities. This book profiles one program that succeeds in doing so, and should serve as a model for others. In a Midwestern alternative school, three teachers built a curriculum around hands-on learning, restorative justice Talking Circles, and multicultural education, in the hopes that it would re-engage and inspire youth. Drawing on adult transformative learning theory, this book is an in-depth, qualitative study of the ways the program transformed adult and youth perceptions of trust, connections, schooling, and human rights. This book breaks down stereotypes about youth labeled at-risk and provides evidence that it is never too late to become passionate about learning.Trade Review«In ‘Re-engaging Disconnected Youth’, Amy Vatne Bintliff achieves that for which many in the education world are desperate: a seamless, integrated marriage of research-informed theory and on-the-ground, practical application. Writing from the trenches, opening space for the voices of her students, she offers an instructive series of snapshots of progressive, student-centered learning in action. In her vivid descriptions and her students’ insightful reactions we find clear evidence that one does not need to water down transformative learning; that students will respond to high expectations; that restorative justice and multicultural education can be – must be – at the heart of authentically engaged learning.» (Paul Gorski, Assistant Professor, Integrative Studies, George Mason University; Founder of ‘EdChange’) «Amy Vatne Bintliff has written a compelling description of the application of service learning and restorative principles, underscoring educational theory with the voices of youth and her fellow teachers. She provides ample evidence that the use of Circle in the curriculum, as a way to teach as well as to address conflict or harm, enhanced the educational process. More importantly, Circle helped the students and their teachers connect personally and professionally, providing for many of the students a safe and supportive learning environment such as they had never before experienced. The book is a great read, as Vatne Bintliff combines theory and story in a persuasive and clear way.» (Nancy Riestenberg, Prevention Specialist, Minnesota Department of Education) «This book is an inspiring exploration of how teachers can build relationships with students that foster intellectual awakening and emotional growth. Disconnection and disengagement are all too common experiences, especially among marginalized and disadvantaged students. Amy Vatne Bintliff lovingly narrates a holistic journey of transformative education that deeply touches both students and teachers. The book offers a powerful illustration of the practical use of Circles in the student-teacher relationship. Vatne Bintliff’s honest and penetrating reflections offer insight and guidance to teachers as they struggle to be emotionally aware and present with students. Above all, this book reminds us that a sense of community, trust, and connection are an essential foundation for a social justice curriculum.» (Carolyn Boyes-Watson, Professor of Sociology and Director of the Center for Restorative Justice, Suffolk University; Author of ‘Peacemaking Circles and Urban Youth’) «Stories connect us, and this compelling story delivers insight into the power of relationships, reflection, and generative questions. In the NCLB world of tests and accountability we have forgotten the human connections and the mystery of learning that is at the heart of real teaching and learning. This book is a reminder of the potent learning that occurs when we focus on building a safe, supportive, challenging community. Many schools talk about transformational learning, but this powerful story gives specific examples of transformation in action. The three R’s of reflections, relationships, and relativity provide glimpses of the way community and caring create powerful learning opportunities. Learning can’t be compartmentalized – we learn through our emotions, our intellect, and our souls. We teach the whole person.» (Ron Petrich, Education Professor, Courage to Teach Facilitator, Augsburg College, Minneapolis, Minnesota)«In ‘Re-engaging Disconnected Youth’, Amy Vatne Bintliff achieves that for which many in the education world are desperate: a seamless, integrated marriage of research-informed theory and on-the-ground, practical application. Writing from the trenches, opening space for the voices of her students, she offers an instructive series of snapshots of progressive, student-centered learning in action. In her vivid descriptions and her students’ insightful reactions we find clear evidence that one does not need to water down transformative learning; that students will respond to high expectations; that restorative justice and multicultural education can be – must be – at the heart of authentically engaged learning.» (Paul Gorski, Assistant Professor, Integrative Studies, George Mason University; Founder of ‘EdChange’) «Amy Vatne Bintliff has written a compelling description of the application of service learning and restorative principles, underscoring educational theory with the voices of youth and her fellow teachers. She provides ample evidence that the use of Circle in the curriculum, as a way to teach as well as to address conflict or harm, enhanced the educational process. More importantly, Circle helped the students and their teachers connect personally and professionally, providing for many of the students a safe and supportive learning environment such as they had never before experienced. The book is a great read, as Vatne Bintliff combines theory and story in a persuasive and clear way.» (Nancy Riestenberg, Prevention Specialist, Minnesota Department of Education) «This book is an inspiring exploration of how teachers can build relationships with students that foster intellectual awakening and emotional growth. Disconnection and disengagement are all too common experiences, especially among marginalized and disadvantaged students. Amy Vatne Bintliff lovingly narrates a holistic journey of transformative education that deeply touches both students and teachers. The book offers a powerful illustration of the practical use of Circles in the student-teacher relationship. Vatne Bintliff’s honest and penetrating reflections offer insight and guidance to teachers as they struggle to be emotionally aware and present with students. Above all, this book reminds us that a sense of community, trust, and connection are an essential foundation for a social justice curriculum.» (Carolyn Boyes-Watson, Professor of Sociology and Director of the Center for Restorative Justice, Suffolk University; Author of ‘Peacemaking Circles and Urban Youth’) «Stories connect us, and this compelling story delivers insight into the power of relationships, reflection, and generative questions. In the NCLB world of tests and accountability we have forgotten the human connections and the mystery of learning that is at the heart of real teaching and learning. This book is a reminder of the potent learning that occurs when we focus on building a safe, supportive, challenging community. Many schools talk about transformational learning, but this powerful story gives specific examples of transformation in action. The three R’s of reflections, relationships, and relativity provide glimpses of the way community and caring create powerful learning opportunities. Learning can’t be compartmentalized – we learn through our emotions, our intellect, and our souls. We teach the whole person.» (Ron Petrich, Education Professor, Courage to Teach Facilitator, Augsburg College, Minneapolis, Minnesota)

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Book SynopsisAs many young adults continue to disengage with learning each day, teachers and administrators struggle to find programming that re-engages secondary students with their schooling and communities. This book profiles one program that succeeds in doing so, and should serve as a model for others. In a Midwestern alternative school, three teachers built a curriculum around hands-on learning, restorative justice Talking Circles, and multicultural education, in the hopes that it would re-engage and inspire youth. Drawing on adult transformative learning theory, this book is an in-depth, qualitative study of the ways the program transformed adult and youth perceptions of trust, connections, schooling, and human rights. This book breaks down stereotypes about youth labeled at-risk and provides evidence that it is never too late to become passionate about learning.Trade Review«In ‘Re-engaging Disconnected Youth’, Amy Vatne Bintliff achieves that for which many in the education world are desperate: a seamless, integrated marriage of research-informed theory and on-the-ground, practical application. Writing from the trenches, opening space for the voices of her students, she offers an instructive series of snapshots of progressive, student-centered learning in action. In her vivid descriptions and her students’ insightful reactions we find clear evidence that one does not need to water down transformative learning; that students will respond to high expectations; that restorative justice and multicultural education can be – must be – at the heart of authentically engaged learning.» (Paul Gorski, Assistant Professor, Integrative Studies, George Mason University; Founder of ‘EdChange’) «Amy Vatne Bintliff has written a compelling description of the application of service learning and restorative principles, underscoring educational theory with the voices of youth and her fellow teachers. She provides ample evidence that the use of Circle in the curriculum, as a way to teach as well as to address conflict or harm, enhanced the educational process. More importantly, Circle helped the students and their teachers connect personally and professionally, providing for many of the students a safe and supportive learning environment such as they had never before experienced. The book is a great read, as Vatne Bintliff combines theory and story in a persuasive and clear way.» (Nancy Riestenberg, Prevention Specialist, Minnesota Department of Education) «This book is an inspiring exploration of how teachers can build relationships with students that foster intellectual awakening and emotional growth. Disconnection and disengagement are all too common experiences, especially among marginalized and disadvantaged students. Amy Vatne Bintliff lovingly narrates a holistic journey of transformative education that deeply touches both students and teachers. The book offers a powerful illustration of the practical use of Circles in the student-teacher relationship. Vatne Bintliff’s honest and penetrating reflections offer insight and guidance to teachers as they struggle to be emotionally aware and present with students. Above all, this book reminds us that a sense of community, trust, and connection are an essential foundation for a social justice curriculum.» (Carolyn Boyes-Watson, Professor of Sociology and Director of the Center for Restorative Justice, Suffolk University; Author of ‘Peacemaking Circles and Urban Youth’) «Stories connect us, and this compelling story delivers insight into the power of relationships, reflection, and generative questions. In the NCLB world of tests and accountability we have forgotten the human connections and the mystery of learning that is at the heart of real teaching and learning. This book is a reminder of the potent learning that occurs when we focus on building a safe, supportive, challenging community. Many schools talk about transformational learning, but this powerful story gives specific examples of transformation in action. The three R’s of reflections, relationships, and relativity provide glimpses of the way community and caring create powerful learning opportunities. Learning can’t be compartmentalized – we learn through our emotions, our intellect, and our souls. We teach the whole person.» (Ron Petrich, Education Professor, Courage to Teach Facilitator, Augsburg College, Minneapolis, Minnesota)«In ‘Re-engaging Disconnected Youth’, Amy Vatne Bintliff achieves that for which many in the education world are desperate: a seamless, integrated marriage of research-informed theory and on-the-ground, practical application. Writing from the trenches, opening space for the voices of her students, she offers an instructive series of snapshots of progressive, student-centered learning in action. In her vivid descriptions and her students’ insightful reactions we find clear evidence that one does not need to water down transformative learning; that students will respond to high expectations; that restorative justice and multicultural education can be – must be – at the heart of authentically engaged learning.» (Paul Gorski, Assistant Professor, Integrative Studies, George Mason University; Founder of ‘EdChange’) «Amy Vatne Bintliff has written a compelling description of the application of service learning and restorative principles, underscoring educational theory with the voices of youth and her fellow teachers. She provides ample evidence that the use of Circle in the curriculum, as a way to teach as well as to address conflict or harm, enhanced the educational process. More importantly, Circle helped the students and their teachers connect personally and professionally, providing for many of the students a safe and supportive learning environment such as they had never before experienced. The book is a great read, as Vatne Bintliff combines theory and story in a persuasive and clear way.» (Nancy Riestenberg, Prevention Specialist, Minnesota Department of Education) «This book is an inspiring exploration of how teachers can build relationships with students that foster intellectual awakening and emotional growth. Disconnection and disengagement are all too common experiences, especially among marginalized and disadvantaged students. Amy Vatne Bintliff lovingly narrates a holistic journey of transformative education that deeply touches both students and teachers. The book offers a powerful illustration of the practical use of Circles in the student-teacher relationship. Vatne Bintliff’s honest and penetrating reflections offer insight and guidance to teachers as they struggle to be emotionally aware and present with students. Above all, this book reminds us that a sense of community, trust, and connection are an essential foundation for a social justice curriculum.» (Carolyn Boyes-Watson, Professor of Sociology and Director of the Center for Restorative Justice, Suffolk University; Author of ‘Peacemaking Circles and Urban Youth’) «Stories connect us, and this compelling story delivers insight into the power of relationships, reflection, and generative questions. In the NCLB world of tests and accountability we have forgotten the human connections and the mystery of learning that is at the heart of real teaching and learning. This book is a reminder of the potent learning that occurs when we focus on building a safe, supportive, challenging community. Many schools talk about transformational learning, but this powerful story gives specific examples of transformation in action. The three R’s of reflections, relationships, and relativity provide glimpses of the way community and caring create powerful learning opportunities. Learning can’t be compartmentalized – we learn through our emotions, our intellect, and our souls. We teach the whole person.» (Ron Petrich, Education Professor, Courage to Teach Facilitator, Augsburg College, Minneapolis, Minnesota)

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Book SynopsisThis book presents sixteen essays in the new literacy studies tradition, written during the period 1985-2010. It covers a diverse range of themes with a particular emphasis on topics of cultural, political and historical interest. The collection includes both previously published and unpublished works, and is organized in four sections. Topics addressed in Part 1 include functional literacy, the politics of literacy in Nicaragua during the Sandinista period (1979-1990), the rise of the working class press in Britain, and reader response and the teacher as meaning-maker. Part 2 discusses critical literacy and active citizenship, literacy and empowerment, language and the new capitalism, varying ways of using computers in and out of school, and the way a low achieving student challenges conventional notions of literacy failure. Part 3 addresses the new literacy studies and the study of new literacies, the theory and practice of attention economics, and early developments in the use of raTrade Review«A collection of essays that brilliantly traces the thinking and writing of Colin Lankshear and Michele Knobel, two scholars known widely for their ability to immerse themselves in the social and cultural literacies that underpin much of what we know about contemporary teaching and learning with new communications technologies. Each essay, contextualized in what the authors term the ‘text’s biography’, illustrates how changes over a period of twenty-five years in personal circumstances, space and place, and collegial influence, can lead to valuable grounded knowledge. Lankshear and Knobel’s intuitions are riveting and of the kind that foreshadow where the field of literacy studies is headed.» (Donna E. Alvermann, University of Georgia) «These essays represent the historical trek from the invention of the new literacy studies (the study of literacy in its social and cultural contexts) to the invention of the new literacies studies (the study of the social and cultural emergence of new digital literacies) by people who did not walk the path but helped to make it. If all other books were lost, we could begin to reconstruct the whole field from this book alone.» (James Paul Gee, Mary Lou Fulton Presidential Professor of Literacy Studies, Arizona State University)«A collection of essays that brilliantly traces the thinking and writing of Colin Lankshear and Michele Knobel, two scholars known widely for their ability to immerse themselves in the social and cultural literacies that underpin much of what we know about contemporary teaching and learning with new communications technologies. Each essay, contextualized in what the authors term the ‘text’s biography’, illustrates how changes over a period of twenty-five years in personal circumstances, space and place, and collegial influence, can lead to valuable grounded knowledge. Lankshear and Knobel’s intuitions are riveting and of the kind that foreshadow where the field of literacy studies is headed.» (Donna E. Alvermann, University of Georgia) «These essays represent the historical trek from the invention of the new literacy studies (the study of literacy in its social and cultural contexts) to the invention of the new literacies studies (the study of the social and cultural emergence of new digital literacies) by people who did not walk the path but helped to make it. If all other books were lost, we could begin to reconstruct the whole field from this book alone.» (James Paul Gee, Mary Lou Fulton Presidential Professor of Literacy Studies, Arizona State University)

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Book SynopsisThis book was awarded a CHOICE outstanding Academic Title and has received the Annual O. L. Davis, Jr. Outstanding Book Award from the AATC (American Association for Teaching and Curriculum) and the AESA (American Educational Studies Association) Critics Choice Award 2012. Education and the Crisis of Public Values examines American society's shift away from democratic public values, the ensuing move toward a market-driven mode of education, and the last decade's growing social disinvestment in youth. The book discusses the number of ways that the ideal of public education as a democratic public sphere has been under siege, including full-fledged attacks by corporate interests on public school teachers, schools of education, and teacher unions. It also reveals how a business culture cloaked in the guise of generosity and reform has supported a charter school movement that aims to dismantle public schools in favor of a corporate-friendly privatized system. The book encoTrade Review«I have been reading Henry A. Giroux for decades and in this book he has never been better nor clearer at illuminating the forces that are impairing our democracy and helping to destroy our public schools. ‘Education and the Crisis of Public Values’ is a marvelously insightful examination of the forces that have changed our nation’s teachers from citizens whom we admired, into objects of humiliation, a profession to be shamed and blamed for problems created by our businesses and the politicians who they influence. This trend must be reversed or we lose a necessary part of what makes our democracy possible.» (David Berliner) «Henry A. Giroux is a one-of-a-kind gift to civic life, a scholar of immense learning and deep commitment to social justice. For the last three decades, he has written and spoken tirelessly in defense of the public good embedded in public education. This age has been unkind to all amenities in the public sphere and in this toxic time no one has been a stronger champion for education, students and teachers than Henry. His new book collects his sharpest critiques against privatization and his most articulate defense of public needs. In these pages, we have the intelligence we need to defend civil society against its corporate assailants.» (Ira Shor, City University of NY Graduate Center) «Fresh, original, and articulate, Henry A. Giroux’s newest masterpiece is ‘Education and the Crisis of Public Values’. In the context of the increasing corporatization of public education, where academics are defined not as critical intellectuals but as state workers, Giroux calls for substantive and meaningful reform – reform that values engaged citizenship, civic courage, and a genuine embracing of freedom and justice. This book is an impassioned plea for our future. We all would do well to heed his call.» (Gary A. Olson, Provost and Vice President Idaho State University) «Teachers and students have for long been on the receiving end of attacks by the state and corporate power. They should take heart from and draw strength from this book by Henry A. Giroux, one of critical pedagogy's most powerful advocates. He is the scourge of those who endorse the commodification of education and partake of the war on children and youth. He is also a great source of inspiration to those who continue to regard education as a public good and an important feature of a substantive democracy.» (Peter Mayo, University of Malta)«I have been reading Henry A. Giroux for decades and in this book he has never been better nor clearer at illuminating the forces that are impairing our democracy and helping to destroy our public schools. ‘Education and the Crisis of Public Values’ is a marvelously insightful examination of the forces that have changed our nation’s teachers from citizens whom we admired, into objects of humiliation, a profession to be shamed and blamed for problems created by our businesses and the politicians who they influence. This trend must be reversed or we lose a necessary part of what makes our democracy possible.» (David Berliner) «Henry A. Giroux is a one-of-a-kind gift to civic life, a scholar of immense learning and deep commitment to social justice. For the last three decades, he has written and spoken tirelessly in defense of the public good embedded in public education. This age has been unkind to all amenities in the public sphere and in this toxic time no one has been a stronger champion for education, students and teachers than Henry. His new book collects his sharpest critiques against privatization and his most articulate defense of public needs. In these pages, we have the intelligence we need to defend civil society against its corporate assailants.» (Ira Shor, City University of NY Graduate Center) «Fresh, original, and articulate, Henry A. Giroux’s newest masterpiece is ‘Education and the Crisis of Public Values’. In the context of the increasing corporatization of public education, where academics are defined not as critical intellectuals but as state workers, Giroux calls for substantive and meaningful reform – reform that values engaged citizenship, civic courage, and a genuine embracing of freedom and justice. This book is an impassioned plea for our future. We all would do well to heed his call.» (Gary A. Olson, Provost and Vice President Idaho State University) «Teachers and students have for long been on the receiving end of attacks by the state and corporate power. They should take heart from and draw strength from this book by Henry A. Giroux, one of critical pedagogy's most powerful advocates. He is the scourge of those who endorse the commodification of education and partake of the war on children and youth. He is also a great source of inspiration to those who continue to regard education as a public good and an important feature of a substantive democracy.» (Peter Mayo, University of Malta)

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Book SynopsisIn Come Closer, community activists, scholars, and theatre artists describe their Theatre of the Oppressed (TO) work and how they are transforming TO for new purposes, new audiences, and new settings. Each chapter features a first-person narrative on how the authors' work both honors and transforms the vision of Augusto Boal, whose imaginative response to human oppression offers the world an aesthetic intervention that has the power to move both the oppressors and the oppressed to the possibility of transformative dialogue. Contributors to this important volume center their ideas and their descriptions of their practice within theoretical frameworks, particularly Paulo Freire's Pedagogy of the Oppressed. Come Closer will be useful to undergraduate and graduate students, as well as administrators and professors interested in the topic of democratic education.Trade Review«The most important things we ever teach are these: you are a human being of incalculable value; you are, as well, a work-in-progress making your wobbly way through a living, cascading history in-the-making; you need no one’s permission to interrogate your world. In this surprising collection the truth of those lessons is brought brilliantly to light in a wide range of settings and circumstances. Here artists and teachers and students together ask the fundamental questions: Who am I? How did I get here and where am I headed? What’s my story and how shall I join with others to write the next chapter? The answers send all of them spinning off into projects of production and repair.» (William Ayers, Retired Distinguished Professor of Education and Senior University Scholar, University of Illinois at Chicago, Author of ‘To Teach: The Journey, in Comics’ and ‘Teaching Toward Freedom’) «Against a world backdrop where people from Egypt to Wisconsin are once again re-asserting their ontological predisposition to be actors of history, [this book] could not be timelier. The contributors to this illuminating volume re-affirm, through their thoughtful and insightful narratives, Augusto Boal’s conviction that, as humans, we are all born poets; institutions intervene from keeping us from continuing to be poets. The authors of ‘Come Closer’ not only provide readers with a language of critique to deconstruct the social drama of oppression, but they also meticulously and passionately challenge readers to embrace a language of hope that inspires and dares us to unleash our repressed poetry and imagine the potentiality of what it means to experience a fully liberating humanity.» (Donaldo Macedo, Distinguished Professor of Liberal Arts and Education, University of Massachusetts, Boston) «‘Come Closer’ thoughtfully and usefully provides ongoing reflections, adaptations, and extensions of Augusto Boal’s Theatre of the Oppressed. Well-structured around three endlessly dynamic topics – possibilities around forum theatre, the role of the joker, and the contexts in which TO takes place – the book provides accounts of practitioners across the world evaluating and renewing TO, at the same time honoring Boal and supporting what so many of us already know – that he was one of the great personages of theatre in the twentieth and early twenty-first centuries.» (Jan Cohen-Cruz, Director, Imagining America: Artists and Scholars in Public Life, Syracuse University; Co-editor of ‘A Boal Companion: Dialogues on Theatre and Cultural Politics’) «This compelling text reveals the evolution of Theatre of the Oppressed initiatives over the last forty years. Grounded in Freire’s ideas of praxis and Boal’s belief that theatre can be a catalyst for transformational dialogue, these articulate authors illuminate how the work takes shape in a variety of contexts, from higher education to public education classrooms, to teacher education programs, to community based settings, to intercultural work. A compelling case is made for the flexibility of Boal’s philosophical frame and strategies to create transformational dialogue across age groups, contexts, and formats, creating spaces where status quo is disrupted and oppression both external and internal is probed, challenged and acted upon. The roles of protagonist, of ally, and of joker, so familiar to us in TO, are considered from multiple lenses. This book is significant for those of us engaged in any transformational practices informed by Theatre of the Oppressed.» (Lisa Donovan, Director, Creative Arts in Learning, Lesley University)«The most important things we ever teach are these: you are a human being of incalculable value; you are, as well, a work-in-progress making your wobbly way through a living, cascading history in-the-making; you need no one’s permission to interrogate your world. In this surprising collection the truth of those lessons is brought brilliantly to light in a wide range of settings and circumstances. Here artists and teachers and students together ask the fundamental questions: Who am I? How did I get here and where am I headed? What’s my story and how shall I join with others to write the next chapter? The answers send all of them spinning off into projects of production and repair.» (William Ayers, Retired Distinguished Professor of Education and Senior University Scholar, University of Illinois at Chicago, Author of ‘To Teach: The Journey, in Comics’ and ‘Teaching Toward Freedom’) «Against a world backdrop where people from Egypt to Wisconsin are once again re-asserting their ontological predisposition to be actors of history, [this book] could not be timelier. The contributors to this illuminating volume re-affirm, through their thoughtful and insightful narratives, Augusto Boal’s conviction that, as humans, we are all born poets; institutions intervene from keeping us from continuing to be poets. The authors of ‘Come Closer’ not only provide readers with a language of critique to deconstruct the social drama of oppression, but they also meticulously and passionately challenge readers to embrace a language of hope that inspires and dares us to unleash our repressed poetry and imagine the potentiality of what it means to experience a fully liberating humanity.» (Donaldo Macedo, Distinguished Professor of Liberal Arts and Education, University of Massachusetts, Boston) «‘Come Closer’ thoughtfully and usefully provides ongoing reflections, adaptations, and extensions of Augusto Boal’s Theatre of the Oppressed. Well-structured around three endlessly dynamic topics – possibilities around forum theatre, the role of the joker, and the contexts in which TO takes place – the book provides accounts of practitioners across the world evaluating and renewing TO, at the same time honoring Boal and supporting what so many of us already know – that he was one of the great personages of theatre in the twentieth and early twenty-first centuries.» (Jan Cohen-Cruz, Director, Imagining America: Artists and Scholars in Public Life, Syracuse University; Co-editor of ‘A Boal Companion: Dialogues on Theatre and Cultural Politics’) «This compelling text reveals the evolution of Theatre of the Oppressed initiatives over the last forty years. Grounded in Freire’s ideas of praxis and Boal’s belief that theatre can be a catalyst for transformational dialogue, these articulate authors illuminate how the work takes shape in a variety of contexts, from higher education to public education classrooms, to teacher education programs, to community based settings, to intercultural work. A compelling case is made for the flexibility of Boal’s philosophical frame and strategies to create transformational dialogue across age groups, contexts, and formats, creating spaces where status quo is disrupted and oppression both external and internal is probed, challenged and acted upon. The roles of protagonist, of ally, and of joker, so familiar to us in TO, are considered from multiple lenses. This book is significant for those of us engaged in any transformational practices informed by Theatre of the Oppressed.» (Lisa Donovan, Director, Creative Arts in Learning, Lesley University)Table of ContentsContents: Michael Rohd: Foreword – Toby Emert/Ellie Friedland: Introduction – Doug Paterson: Putting the «Pro» in Protagonist: Paulo Freire’s Contribution to Our Understanding of Forum Theatre – Marc Weinblatt/Cheryl Harrison: Theatre of the Oppressor: Working with Privilege Toward Social Justice – Brent Blair: The Complex: Theatre of the Oppressed, Trauma, and the Seventh Shift – Ellie Friedland: Integrating Theatre of the Oppressed into Higher Education: Transformation or Technique? – Toby Emert: Dramatizing Success: Boal Enters the High School Language Arts Classroom – Jennifer L. Freitag/Danielle Dick McGeough/Aubrey Huber/Karen S. Mitchell: The Boalian Communication Classroom: A Conversation about the Body, Dialogue, and Social Transformation – Jenny Wanasek/Mark Weinberg: The One-Line Play: Elaborations on Image Theatre – S. Leigh Thompson/Alexander Santiago-Jirau: Performing Truth: Queer Youth and the Transformative Power of Theatre of the Oppressed – Sonja Arsham Kuftinec: Rehearsing for Dramatic Change in Kabul – Richard J. Piatt: Faith Acts: Exploring the Possibilities for Theatre of the Oppressed and Liberation Theology – Raphi Soifer: Last-Minute Theatre: Bringing Boal Behind Bars – Jiwon Chung: Theatre of the Oppressed as a Martial Art – Hector Aristizábal/Diane Lefer: The Wounded Joker – Chen Alon: Non-Violent Struggle as Reconciliation Combatants for Peace: Palestinian and Israeli Polarized Theatre of the Oppressed – Toby Emert/Ellie Friedland: Considering the Future of Theatre of the Oppressed: An Interview with Julian Boal.

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Book SynopsisIn Come Closer, community activists, scholars, and theatre artists describe their Theatre of the Oppressed (TO) work and how they are transforming TO for new purposes, new audiences, and new settings. Each chapter features a first-person narrative on how the authors' work both honors and transforms the vision of Augusto Boal, whose imaginative response to human oppression offers the world an aesthetic intervention that has the power to move both the oppressors and the oppressed to the possibility of transformative dialogue. Contributors to this important volume center their ideas and their descriptions of their practice within theoretical frameworks, particularly Paulo Freire's Pedagogy of the Oppressed. Come Closer will be useful to undergraduate and graduate students, as well as administrators and professors interested in the topic of democratic education.Trade Review«The most important things we ever teach are these: you are a human being of incalculable value; you are, as well, a work-in-progress making your wobbly way through a living, cascading history in-the-making; you need no one’s permission to interrogate your world. In this surprising collection the truth of those lessons is brought brilliantly to light in a wide range of settings and circumstances. Here artists and teachers and students together ask the fundamental questions: Who am I? How did I get here and where am I headed? What’s my story and how shall I join with others to write the next chapter? The answers send all of them spinning off into projects of production and repair.» (William Ayers, Retired Distinguished Professor of Education and Senior University Scholar, University of Illinois at Chicago, Author of ‘To Teach: The Journey, in Comics’ and ‘Teaching Toward Freedom’) «Against a world backdrop where people from Egypt to Wisconsin are once again re-asserting their ontological predisposition to be actors of history, [this book] could not be timelier. The contributors to this illuminating volume re-affirm, through their thoughtful and insightful narratives, Augusto Boal’s conviction that, as humans, we are all born poets; institutions intervene from keeping us from continuing to be poets. The authors of ‘Come Closer’ not only provide readers with a language of critique to deconstruct the social drama of oppression, but they also meticulously and passionately challenge readers to embrace a language of hope that inspires and dares us to unleash our repressed poetry and imagine the potentiality of what it means to experience a fully liberating humanity.» (Donaldo Macedo, Distinguished Professor of Liberal Arts and Education, University of Massachusetts, Boston) «‘Come Closer’ thoughtfully and usefully provides ongoing reflections, adaptations, and extensions of Augusto Boal’s Theatre of the Oppressed. Well-structured around three endlessly dynamic topics – possibilities around forum theatre, the role of the joker, and the contexts in which TO takes place – the book provides accounts of practitioners across the world evaluating and renewing TO, at the same time honoring Boal and supporting what so many of us already know – that he was one of the great personages of theatre in the twentieth and early twenty-first centuries.» (Jan Cohen-Cruz, Director, Imagining America: Artists and Scholars in Public Life, Syracuse University; Co-editor of ‘A Boal Companion: Dialogues on Theatre and Cultural Politics’) «This compelling text reveals the evolution of Theatre of the Oppressed initiatives over the last forty years. Grounded in Freire’s ideas of praxis and Boal’s belief that theatre can be a catalyst for transformational dialogue, these articulate authors illuminate how the work takes shape in a variety of contexts, from higher education to public education classrooms, to teacher education programs, to community based settings, to intercultural work. A compelling case is made for the flexibility of Boal’s philosophical frame and strategies to create transformational dialogue across age groups, contexts, and formats, creating spaces where status quo is disrupted and oppression both external and internal is probed, challenged and acted upon. The roles of protagonist, of ally, and of joker, so familiar to us in TO, are considered from multiple lenses. This book is significant for those of us engaged in any transformational practices informed by Theatre of the Oppressed.» (Lisa Donovan, Director, Creative Arts in Learning, Lesley University)«The most important things we ever teach are these: you are a human being of incalculable value; you are, as well, a work-in-progress making your wobbly way through a living, cascading history in-the-making; you need no one’s permission to interrogate your world. In this surprising collection the truth of those lessons is brought brilliantly to light in a wide range of settings and circumstances. Here artists and teachers and students together ask the fundamental questions: Who am I? How did I get here and where am I headed? What’s my story and how shall I join with others to write the next chapter? The answers send all of them spinning off into projects of production and repair.» (William Ayers, Retired Distinguished Professor of Education and Senior University Scholar, University of Illinois at Chicago, Author of ‘To Teach: The Journey, in Comics’ and ‘Teaching Toward Freedom’) «Against a world backdrop where people from Egypt to Wisconsin are once again re-asserting their ontological predisposition to be actors of history, [this book] could not be timelier. The contributors to this illuminating volume re-affirm, through their thoughtful and insightful narratives, Augusto Boal’s conviction that, as humans, we are all born poets; institutions intervene from keeping us from continuing to be poets. The authors of ‘Come Closer’ not only provide readers with a language of critique to deconstruct the social drama of oppression, but they also meticulously and passionately challenge readers to embrace a language of hope that inspires and dares us to unleash our repressed poetry and imagine the potentiality of what it means to experience a fully liberating humanity.» (Donaldo Macedo, Distinguished Professor of Liberal Arts and Education, University of Massachusetts, Boston) «‘Come Closer’ thoughtfully and usefully provides ongoing reflections, adaptations, and extensions of Augusto Boal’s Theatre of the Oppressed. Well-structured around three endlessly dynamic topics – possibilities around forum theatre, the role of the joker, and the contexts in which TO takes place – the book provides accounts of practitioners across the world evaluating and renewing TO, at the same time honoring Boal and supporting what so many of us already know – that he was one of the great personages of theatre in the twentieth and early twenty-first centuries.» (Jan Cohen-Cruz, Director, Imagining America: Artists and Scholars in Public Life, Syracuse University; Co-editor of ‘A Boal Companion: Dialogues on Theatre and Cultural Politics’) «This compelling text reveals the evolution of Theatre of the Oppressed initiatives over the last forty years. Grounded in Freire’s ideas of praxis and Boal’s belief that theatre can be a catalyst for transformational dialogue, these articulate authors illuminate how the work takes shape in a variety of contexts, from higher education to public education classrooms, to teacher education programs, to community based settings, to intercultural work. A compelling case is made for the flexibility of Boal’s philosophical frame and strategies to create transformational dialogue across age groups, contexts, and formats, creating spaces where status quo is disrupted and oppression both external and internal is probed, challenged and acted upon. The roles of protagonist, of ally, and of joker, so familiar to us in TO, are considered from multiple lenses. This book is significant for those of us engaged in any transformational practices informed by Theatre of the Oppressed.» (Lisa Donovan, Director, Creative Arts in Learning, Lesley University)Table of ContentsContents: Michael Rohd: Foreword – Toby Emert/Ellie Friedland: Introduction – Doug Paterson: Putting the «Pro» in Protagonist: Paulo Freire’s Contribution to Our Understanding of Forum Theatre – Marc Weinblatt/Cheryl Harrison: Theatre of the Oppressor: Working with Privilege Toward Social Justice – Brent Blair: The Complex: Theatre of the Oppressed, Trauma, and the Seventh Shift – Ellie Friedland: Integrating Theatre of the Oppressed into Higher Education: Transformation or Technique? – Toby Emert: Dramatizing Success: Boal Enters the High School Language Arts Classroom – Jennifer L. Freitag/Danielle Dick McGeough/Aubrey Huber/Karen S. Mitchell: The Boalian Communication Classroom: A Conversation about the Body, Dialogue, and Social Transformation – Jenny Wanasek/Mark Weinberg: The One-Line Play: Elaborations on Image Theatre – S. Leigh Thompson/Alexander Santiago-Jirau: Performing Truth: Queer Youth and the Transformative Power of Theatre of the Oppressed – Sonja Arsham Kuftinec: Rehearsing for Dramatic Change in Kabul – Richard J. Piatt: Faith Acts: Exploring the Possibilities for Theatre of the Oppressed and Liberation Theology – Raphi Soifer: Last-Minute Theatre: Bringing Boal Behind Bars – Jiwon Chung: Theatre of the Oppressed as a Martial Art – Hector Aristizábal/Diane Lefer: The Wounded Joker – Chen Alon: Non-Violent Struggle as Reconciliation Combatants for Peace: Palestinian and Israeli Polarized Theatre of the Oppressed – Toby Emert/Ellie Friedland: Considering the Future of Theatre of the Oppressed: An Interview with Julian Boal.

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Book SynopsisBoth Sides of the Table is a set of evocative, heartfelt, personal, and revealing stories, told by educators about how their experiences with disability, personally and in the lives of family members, has affected their understanding of disability. It uses disability studies and critical theory lenses to understand the autoethnographies of teachers and their personal relationships with disability. The book takes a beginning look at the meaning of autoethnography as a method of inquiry, as well as how it has been (and will be) applied to exploring disability and the role of education in creating and sustaining it. The title refers to the context in which educators find themselves in Individualized Education Plan (IEP) meetings for students with disabilities in schools. There, educators often sit on the other side of the table from people with disabilities, their families, and their allies. In these chapters, the authors assume roles that place them, literally, on both sides of IETrade Review«Raw, authentic, and emotional … These autoethnographies of educators who teach about and live with disabilities, or care for those who do, will break your heart. They offer hope that through personal stories we might create a sense of belonging for all touched by disability. These heartfelt and candid stories provide important insights that help us love more fully those who need us, provide assistance to those who are caregivers, teach more practically those interested in disabilities, open up the world of research to those who seek to understand experience deeply, and change the world ... A thoughtful and penetrating resource for classrooms, practitioners, and those living with disabilities and their loved ones.» (Carolyn Ellis, Professor and Chair of Communication, University of South Florida; Author of ‘Final Negotiations: A Story of Love, Loss, and Chronic Illness; The Ethnographic I: A Methodological Novel about Autoethnography; Revision: Autoethnographic Reflections on Life and Work’; and ‘Handbook of Autoethnography’) «Disability has always provoked stories – stories of ‘what happened,’ stories that attempt to answer the how, when, and why of disability. The stories here, however, have a larger ‘point to make,’ talking back to dominant ways of thinking and knowing about dis/ability. Thus, while we create stories to know and to be known – in story we also insist on the authority of our own (and other’s) experience. Deftly constructed like lines in a poem, in ‘Both Sides of the Table’ Smith allows one story to speak to another, as the other nods back in shared understanding. More than an anthology, however, ‘Both Sides of the Table’ is a ‘gentle manifesto.’ In an era dominated by calls for ‘evidence-based practice,’ the field of education has been increasingly loathe to take risks. Although telling one’s story is inherently risky, taking those stories seriously, ceding to their inner-authority, and allowing them to dislodge our taken-for-granted assumptions and ways of knowing involves an equally profound and existential risk. These are the risks that we as readers are invited, indeed, compelled to take in ‘Both Sides of the Table’. In putting story in the service of social transformation, Smith pushes the field to move beyond its current sense making about research, dis/ability, and inclusion to embrace a more radical and far-reaching conception of belonging.» (Beth A. Ferri, Associate Professor and Coordinator of the Doctoral Program in Special Education, Syracuse University)«Raw, authentic, and emotional … These autoethnographies of educators who teach about and live with disabilities, or care for those who do, will break your heart. They offer hope that through personal stories we might create a sense of belonging for all touched by disability. These heartfelt and candid stories provide important insights that help us love more fully those who need us, provide assistance to those who are caregivers, teach more practically those interested in disabilities, open up the world of research to those who seek to understand experience deeply, and change the world ... A thoughtful and penetrating resource for classrooms, practitioners, and those living with disabilities and their loved ones.» (Carolyn Ellis, Professor and Chair of Communication, University of South Florida; Author of ‘Final Negotiations: A Story of Love, Loss, and Chronic Illness; The Ethnographic I: A Methodological Novel about Autoethnography; Revision: Autoethnographic Reflections on Life and Work’; and ‘Handbook of Autoethnography’) «Disability has always provoked stories – stories of ‘what happened,’ stories that attempt to answer the how, when, and why of disability. The stories here, however, have a larger ‘point to make,’ talking back to dominant ways of thinking and knowing about dis/ability. Thus, while we create stories to know and to be known – in story we also insist on the authority of our own (and other’s) experience. Deftly constructed like lines in a poem, in ‘Both Sides of the Table’ Smith allows one story to speak to another, as the other nods back in shared understanding. More than an anthology, however, ‘Both Sides of the Table’ is a ‘gentle manifesto.’ In an era dominated by calls for ‘evidence-based practice,’ the field of education has been increasingly loathe to take risks. Although telling one’s story is inherently risky, taking those stories seriously, ceding to their inner-authority, and allowing them to dislodge our taken-for-granted assumptions and ways of knowing involves an equally profound and existential risk. These are the risks that we as readers are invited, indeed, compelled to take in ‘Both Sides of the Table’. In putting story in the service of social transformation, Smith pushes the field to move beyond its current sense making about research, dis/ability, and inclusion to embrace a more radical and far-reaching conception of belonging.» (Beth A. Ferri, Associate Professor and Coordinator of the Doctoral Program in Special Education, Syracuse University)Table of ContentsContents: Phil Smith: Why Autoethnography? – Dené Granger: Who knew school could be so cruel?: Tales of a Learning Disabled Student at an Institution of Higher Learning – Michael Peacock: The Bad Apple – Elizabeth Grace: Autistethnography – Phil Smith: This Closet – Alicia Broderick: I Am Not of This World, and Yet I Am in It: A Daughter’s/Disability-Studies-in-Education Alien’s Log Of a Journey Through Hell – Bernadette Macartney: Listening: A Star Is Born! – Casey Harhold: Help Wanted – David Connor: Picture This: Snapshots of My (A)typical Family – Erin McCloskey: An Open Letter to Wyatt – Kathleen Kotel: That’s OK, They Are Beautiful Children – Liz McCall: A New Chance to Matter – Lynn Albee: Being an Albee – Phil Smith: What Do These Stories Tell Us About Education and Autoethnography? – Phil Smith: Looking to the Future.

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Book SynopsisActivist and scholar Kitty Kelly Epstein tells the unique story of a city that recruits a progressive mayoral candidate, defeats a political machine, mobilizes a thousand residents to make policy, and then implements many of the policies created by this participatory process. Violence, jobs, education, and gentrification are all addressed by the ongoing social justice movement and its victories, including a 40% drop in the homicide rate, 8,000 likely new jobs, and a program that produces diverse and effective teachers. This very accessible book will be useful in urban studies, sociology, education, ethnic studies, civic engagement, political science, and policy studies classes and to those who are studying protest movements. The author explains the history of modern urban inequity and the racial wealth gap and then proposes on-going strategy and tactics for social activists in every city. Her co-authors, Lynch and Allen-Taylor, add their own intimate perspectives on these dynamic develTrade Review«This book is a unique, dynamic and indispensable source for anyone seeking social change and justice by use of ethical and strategic organizing techniques. These techniques enabled organizers in Oakland to elect a progressive mayor, to successfully pursue and adopt public policies opposed by entrenched interests, and to better serve and empower the vast majority of Oakland citizens previously locked out of corridors of power, money, and privilege. More important, the book makes the point that the organizers and their goals must not replace one exploitative group with another. The changes attributable to the organizers must dynamically raise the ethics of inclusiveness and fair and equitable resource distribution, empower citizens to do more good, and reach a better point of harmony with the social and ecological environment. Epstein is the quintessential example of the scholar-activist. She lives the values and processes articulated in this book. She is herself an open system, listening carefully to others, reaching out to those who may be marginalized, and leading brilliant change strategies. I applaud this book and its author. I will make it a requirement in my undergraduate and graduate courses and use it in my civic and community work!» (Lenneal J. Henderson, Distinguished Professor of Public and International Affairs, The College of Public Affairs, The University of Baltimore)«This book is a unique, dynamic and indispensable source for anyone seeking social change and justice by use of ethical and strategic organizing techniques. These techniques enabled organizers in Oakland to elect a progressive mayor, to successfully pursue and adopt public policies opposed by entrenched interests, and to better serve and empower the vast majority of Oakland citizens previously locked out of corridors of power, money, and privilege. More important, the book makes the point that the organizers and their goals must not replace one exploitative group with another. The changes attributable to the organizers must dynamically raise the ethics of inclusiveness and fair and equitable resource distribution, empower citizens to do more good, and reach a better point of harmony with the social and ecological environment. Epstein is the quintessential example of the scholar-activist. She lives the values and processes articulated in this book. She is herself an open system, listening carefully to others, reaching out to those who may be marginalized, and leading brilliant change strategies. I applaud this book and its author. I will make it a requirement in my undergraduate and graduate courses and use it in my civic and community work!» (Lenneal J. Henderson, Distinguished Professor of Public and International Affairs, The College of Public Affairs, The University of Baltimore)

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Book SynopsisActivist and scholar Kitty Kelly Epstein tells the unique story of a city that recruits a progressive mayoral candidate, defeats a political machine, mobilizes a thousand residents to make policy, and then implements many of the policies created by this participatory process. Violence, jobs, education, and gentrification are all addressed by the ongoing social justice movement and its victories, including a 40% drop in the homicide rate, 8,000 likely new jobs, and a program that produces diverse and effective teachers. This very accessible book will be useful in urban studies, sociology, education, ethnic studies, civic engagement, political science, and policy studies classes and to those who are studying protest movements. The author explains the history of modern urban inequity and the racial wealth gap and then proposes on-going strategy and tactics for social activists in every city. Her co-authors, Lynch and Allen-Taylor, add their own intimate perspectives on these dynamic develTrade Review«This book is a unique, dynamic and indispensable source for anyone seeking social change and justice by use of ethical and strategic organizing techniques. These techniques enabled organizers in Oakland to elect a progressive mayor, to successfully pursue and adopt public policies opposed by entrenched interests, and to better serve and empower the vast majority of Oakland citizens previously locked out of corridors of power, money, and privilege. More important, the book makes the point that the organizers and their goals must not replace one exploitative group with another. The changes attributable to the organizers must dynamically raise the ethics of inclusiveness and fair and equitable resource distribution, empower citizens to do more good, and reach a better point of harmony with the social and ecological environment. Epstein is the quintessential example of the scholar-activist. She lives the values and processes articulated in this book. She is herself an open system, listening carefully to others, reaching out to those who may be marginalized, and leading brilliant change strategies. I applaud this book and its author. I will make it a requirement in my undergraduate and graduate courses and use it in my civic and community work!» (Lenneal J. Henderson, Distinguished Professor of Public and International Affairs, The College of Public Affairs, The University of Baltimore)«This book is a unique, dynamic and indispensable source for anyone seeking social change and justice by use of ethical and strategic organizing techniques. These techniques enabled organizers in Oakland to elect a progressive mayor, to successfully pursue and adopt public policies opposed by entrenched interests, and to better serve and empower the vast majority of Oakland citizens previously locked out of corridors of power, money, and privilege. More important, the book makes the point that the organizers and their goals must not replace one exploitative group with another. The changes attributable to the organizers must dynamically raise the ethics of inclusiveness and fair and equitable resource distribution, empower citizens to do more good, and reach a better point of harmony with the social and ecological environment. Epstein is the quintessential example of the scholar-activist. She lives the values and processes articulated in this book. She is herself an open system, listening carefully to others, reaching out to those who may be marginalized, and leading brilliant change strategies. I applaud this book and its author. I will make it a requirement in my undergraduate and graduate courses and use it in my civic and community work!» (Lenneal J. Henderson, Distinguished Professor of Public and International Affairs, The College of Public Affairs, The University of Baltimore)

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Book SynopsisUrban education is an interdisciplinary field, characterized by introducing many perspectives to research pertaining to educational policy and to the practice of educating youth whose lives unfold in densely populated urban metropolitan areas. This book celebrates Constance Clayton's eleven-year tenure as superintendent of the School District of Philadelphia, ending in 1993, following which an endowed chair was established in Dr. Clayton's honor at the University of Pennsylvania, and later, the Clayton lecture series was inaugurated. The chair was the first named for an African American woman at a predominantly White, Ivy League U.S. university. The lecture series, upon which this book is based, provides a forum for teachers, researchers, and scholars to evaluate and discuss key concepts and issues in urban education. Collectively, the lectures summarize important developments in a post-Brown vs. Board of Education era of educational thought (1998-2010) about what is in the bestTable of ContentsContents: Bernard C. Watson: Foreword – Diana T. Slaughter-Defoe: Introduction and Overview: The Constance E. Clayton Lecture Series – Diana T. Slaughter-Defoe: Reflections on Dr. Constance E. Clayton, Urban Educator, Activist, and Humanitarian – James P. Comer: Waiting for a Miracle: Why Schools Can’t Solve Our Problems and How We Can – Edgar G. Epps: Race and School Desegregation: Contemporary Legal and Educational Issues – Barbara Bowman: Teaching Young Children Well: Implications for 21st Century Educational Policies – Susan Fuhrman: Urban Education Challenges: Is Reform the Answer? – Linda Darling-Hammond: Teaching For Social Justice – Diana T. Slaughter-Defoe: What Shall I Tell My Children Who Are Black? An Overview of Parent Education Research During the Civil Rights Era and Beyond – Marybeth Gasman: Response to «What Shall I Tell My Children Who Are Black?» A Focus on Research – Alton C. Strange: Response: Parent Education and the Role of Young Fathers – James M. Jones: From Racial Inequality to Social Justice: The Legacy of Brown v. Board and Lessons from the New South Africa – Audrey N. Mbeje: Response to 2004 Clayton Lecture by Dr. James Jones – Davido Dupree: A Response to 2004 Clayton Lecture by Dr. James Jones – Lawrence J. Schweinhart: Lifetime Effects of Participatory Preschool Education – Pamela Trotman Reid: What Do We Expect From Girls? Confronting the Performance Gaps in Math and Science – Louis M. Gomez: Thoughts on Improving the Intellectual Life Chances of Adolescents: The Case for Tool Design – Laura C. Murray: Perceived Messages From the 2008-2010 Clayton Lectures: Overhauling Urban Education Through Developmental Science, Interdisciplinary Teamwork, and Even Litigation – Constance E. Clayton/Diana T. Slaughter-Defoe: March 22, 2011 Interview with Dr. Constance E. Clayton: «Reflections on the Clayton Leadership Era in the School District of Philadelphia» – Tondra L. Loder-Jackson: The Generational Challenge for African American Educators in the Post-Civil Rights Era – Diana T. Slaughter-Defoe: Conclusion: Looking to the Futures of Urban School Children.

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Book SynopsisApplicable for both qualitative and quantitative researchers who work within a critical theory paradigm, Dialectical Research Methods in the Classical Marxist Tradition utilizes Marxist principles in aiding the design of inquiry whether at the undergraduate or graduate levels. Included in the text are issues related to social justice, what distinguishes Marxist research from other liberal-left paradigms, how mainstream research is used to support imperialism, re-evaluating ethics, and various forms of data collection. As a point of intellectual inspiration, the text will introduce both familiar and lesser-known names of those engaged in dialectical materialist inquiry past and present. Readers are first introduced to the features of Marxist research, followed by an overview of how research is currently used in academia and industry. Next, the text presents descriptions of dialectical research from both qualitative and quantitative traditions so that readers can access a samplingTrade Review«In the last several decades, Marxist educational theorists and researchers have pinpointed particular deficiencies and shortcomings in mainstream educational and social research and its postmodern pretenders. However, until now, there has never been a systematic and sustained critique of capitalist realism, pragmatism, and postmodernism as limiting and constraining forces for educational researchers. Faith Agostinone-Wilson has produced such a book, and furthermore offers an alternative vision for education research that challenges the legitimacy, efficacy, ethical validity, and sustainability of capitalist society and capitalist forms of education and education research.» (Glenn Rikowski, School of Education, University of Northampton, United Kingdom) «This is an immensely powerful, very much needed, bombshell of a book...skilfully constructed, clearly argued, and so, so, necessary in its critique of research and research methodologies as they currently are. This is a lucid, penetrating and Marxist analysis and proposal for what research should be. I loved reading this book, its call for committed research, for dialectical materialist enquiry as research not to describe the world but to change it. The book is stunningly good, important and necessary. I was, and am, knocked out by it, in admiration. It more than fills what is currently a lamentable gap in research methodology. Superb!» (Dave Hill, Research Professor in Education, Anglia Ruskin University, Chelmsford and Cambridge, England; Chief Editor, The Journal for Critical Education Policy Studies)«In the last several decades, Marxist educational theorists and researchers have pinpointed particular deficiencies and shortcomings in mainstream educational and social research and its postmodern pretenders. However, until now, there has never been a systematic and sustained critique of capitalist realism, pragmatism, and postmodernism as limiting and constraining forces for educational researchers. Faith Agostinone-Wilson has produced such a book, and furthermore offers an alternative vision for education research that challenges the legitimacy, efficacy, ethical validity, and sustainability of capitalist society and capitalist forms of education and education research.» (Glenn Rikowski, School of Education, University of Northampton, United Kingdom) «This is an immensely powerful, very much needed, bombshell of a book...skilfully constructed, clearly argued, and so, so, necessary in its critique of research and research methodologies as they currently are. This is a lucid, penetrating and Marxist analysis and proposal for what research should be. I loved reading this book, its call for committed research, for dialectical materialist enquiry as research not to describe the world but to change it. The book is stunningly good, important and necessary. I was, and am, knocked out by it, in admiration. It more than fills what is currently a lamentable gap in research methodology. Superb!» (Dave Hill, Research Professor in Education, Anglia Ruskin University, Chelmsford and Cambridge, England; Chief Editor, The Journal for Critical Education Policy Studies)Table of ContentsContents: Against Pragmatism – Research in the Service of Empire – What Makes Marxist Research «Marxist»? – Dialectical Empiricist Research – Dialectical Materialist Ethnographers – Theoretical Research in the Dialectical Tradition – People – Places – Things – Interpretation – Technology.

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Book SynopsisApplicable for both qualitative and quantitative researchers who work within a critical theory paradigm, Dialectical Research Methods in the Classical Marxist Tradition utilizes Marxist principles in aiding the design of inquiry whether at the undergraduate or graduate levels. Included in the text are issues related to social justice, what distinguishes Marxist research from other liberal-left paradigms, how mainstream research is used to support imperialism, re-evaluating ethics, and various forms of data collection. As a point of intellectual inspiration, the text will introduce both familiar and lesser-known names of those engaged in dialectical materialist inquiry past and present. Readers are first introduced to the features of Marxist research, followed by an overview of how research is currently used in academia and industry. Next, the text presents descriptions of dialectical research from both qualitative and quantitative traditions so that readers can access a samplingTrade Review«In the last several decades, Marxist educational theorists and researchers have pinpointed particular deficiencies and shortcomings in mainstream educational and social research and its postmodern pretenders. However, until now, there has never been a systematic and sustained critique of capitalist realism, pragmatism, and postmodernism as limiting and constraining forces for educational researchers. Faith Agostinone-Wilson has produced such a book, and furthermore offers an alternative vision for education research that challenges the legitimacy, efficacy, ethical validity, and sustainability of capitalist society and capitalist forms of education and education research.» (Glenn Rikowski, School of Education, University of Northampton, United Kingdom) «This is an immensely powerful, very much needed, bombshell of a book...skilfully constructed, clearly argued, and so, so, necessary in its critique of research and research methodologies as they currently are. This is a lucid, penetrating and Marxist analysis and proposal for what research should be. I loved reading this book, its call for committed research, for dialectical materialist enquiry as research not to describe the world but to change it. The book is stunningly good, important and necessary. I was, and am, knocked out by it, in admiration. It more than fills what is currently a lamentable gap in research methodology. Superb!» (Dave Hill, Research Professor in Education, Anglia Ruskin University, Chelmsford and Cambridge, England; Chief Editor, The Journal for Critical Education Policy Studies)«In the last several decades, Marxist educational theorists and researchers have pinpointed particular deficiencies and shortcomings in mainstream educational and social research and its postmodern pretenders. However, until now, there has never been a systematic and sustained critique of capitalist realism, pragmatism, and postmodernism as limiting and constraining forces for educational researchers. Faith Agostinone-Wilson has produced such a book, and furthermore offers an alternative vision for education research that challenges the legitimacy, efficacy, ethical validity, and sustainability of capitalist society and capitalist forms of education and education research.» (Glenn Rikowski, School of Education, University of Northampton, United Kingdom) «This is an immensely powerful, very much needed, bombshell of a book...skilfully constructed, clearly argued, and so, so, necessary in its critique of research and research methodologies as they currently are. This is a lucid, penetrating and Marxist analysis and proposal for what research should be. I loved reading this book, its call for committed research, for dialectical materialist enquiry as research not to describe the world but to change it. The book is stunningly good, important and necessary. I was, and am, knocked out by it, in admiration. It more than fills what is currently a lamentable gap in research methodology. Superb!» (Dave Hill, Research Professor in Education, Anglia Ruskin University, Chelmsford and Cambridge, England; Chief Editor, The Journal for Critical Education Policy Studies)Table of ContentsContents: Against Pragmatism – Research in the Service of Empire – What Makes Marxist Research «Marxist»? – Dialectical Empiricist Research – Dialectical Materialist Ethnographers – Theoretical Research in the Dialectical Tradition – People – Places – Things – Interpretation – Technology.

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Book SynopsisPlantation Pedagogy originates from an Afro-Caribbean primary school teacher's experience. It provides a discourse which extends and illuminates the limitations of current neo-liberal and global rationalizations of the challenges posed to a teacher's practice. Plantation pedagogy is distinguished from critical pedagogy by its historical presence and its double-faced manifestations as simultaneously oppressive and subversive. Plantation pedagogy privileges and relocates educational transformation within the cultural arena, so that culture and history become the vehicles for teaching, educational research, and social transformation. It returns the work of education to the community; promotes an interconnection among the personal stories of the teacher, the historical narratives and memories of the community of teaching, and the professional advocacy of the teaching community; and advances an incomplete decolonization project of public political education.Trade Review«In ‘Plantation Pedagogy’, Laurette S. M. Bristol provides a stunning, theoretically informed, empirically grounded and politically astute account of how the ‘plantation pedagogy’ of teachers in postcolonial Trinidad and Tobago has been formed and informed by both the colonial past and colonial present. She proffers a sustained postcolonial argument for the necessary transformation of plantation pedagogy, set within present globalized and neo-liberal policy contexts. This book makes a significant contribution to postcolonial theory, methodology, epistemology, and politics.» (Robert Lingard, Professor, The University of Queensland, Australia) «Few books have probed into the hidden domains of colonial education as forcefully and as thoughtfully as Laurette S. M. Bristol’s brave, new book, ‘Plantation Pedagogy’. Against a backdrop of an agonistic past, Dr. Bristol offers a stirring call for a pedagogy of liberation and a manifesto for postcolonial pedagogical change. Dr. Bristol’s is a distinctive and refreshing voice in the educational field. This book should be required reading for scholars of global studies in education and for the general reader as well.» (Cameron McCarthy, Professor, College of Education, University of Illinois at Urbana-Champaign)«In ‘Plantation Pedagogy’, Laurette S. M. Bristol provides a stunning, theoretically informed, empirically grounded and politically astute account of how the ‘plantation pedagogy’ of teachers in postcolonial Trinidad and Tobago has been formed and informed by both the colonial past and colonial present. She proffers a sustained postcolonial argument for the necessary transformation of plantation pedagogy, set within present globalized and neo-liberal policy contexts. This book makes a significant contribution to postcolonial theory, methodology, epistemology, and politics.» (Robert Lingard, Professor, The University of Queensland, Australia) «Few books have probed into the hidden domains of colonial education as forcefully and as thoughtfully as Laurette S. M. Bristol’s brave, new book, ‘Plantation Pedagogy’. Against a backdrop of an agonistic past, Dr. Bristol offers a stirring call for a pedagogy of liberation and a manifesto for postcolonial pedagogical change. Dr. Bristol’s is a distinctive and refreshing voice in the educational field. This book should be required reading for scholars of global studies in education and for the general reader as well.» (Cameron McCarthy, Professor, College of Education, University of Illinois at Urbana-Champaign)

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Book SynopsisThe possibilities that online platforms and new media technologies provide, in terms of human connection and the dissemination of information, are seemingly endless. With Web 2.0 there is an exchange of messages, visions, facts, fictions, contemplations, and declarations buzzing around a network of computers that connects students to the world fast. Theoretically this digital connectivity, and the availability of information that it provides, is beneficial to curriculum development in higher education. Education is easily available, democratic, and immersive. But is it worthwhile? Is the kind of education one can get from new media platforms and social media resources, with their click-on videos, rollover animations, and unfiltered content, of sufficient quality that educators should integrate these tools into teaching? This book examines the use of new media in pedagogy, as it presents case studies of the integration of technology, tools, and devices in an undergraduate curriculum taTable of ContentsContents: Web 2.0 and New Education – Technology, Purpose, and Meaning – Tool Literacy – Interactive Learning – Participatory Pedagogy – New Media Process and Product – Social Media and Collaborative Learning – Interacting with Literature on Facebook – Backchannels and Multitasking – Microblogging in the Classroom – Engaging Students with Twitter – Presumption of Connectedness – Interactive Content and Online Agenda – Analysis of Content in Wikis – The Cost of Technology – Mobile Education – Interdisciplinary Idea Exchange – Conducting Research with Text Messaging – The Power of Games – Learning by Playing Games – Diagrams for Choosers and Choosees – The Amorphous Cloud – New Media’s Transformation of Education.

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Book SynopsisThe possibilities that online platforms and new media technologies provide, in terms of human connection and the dissemination of information, are seemingly endless. With Web 2.0 there is an exchange of messages, visions, facts, fictions, contemplations, and declarations buzzing around a network of computers that connects students to the world fast. Theoretically this digital connectivity, and the availability of information that it provides, is beneficial to curriculum development in higher education. Education is easily available, democratic, and immersive. But is it worthwhile? Is the kind of education one can get from new media platforms and social media resources, with their click-on videos, rollover animations, and unfiltered content, of sufficient quality that educators should integrate these tools into teaching? This book examines the use of new media in pedagogy, as it presents case studies of the integration of technology, tools, and devices in an undergraduate curriculum taTable of ContentsContents: Web 2.0 and New Education – Technology, Purpose, and Meaning – Tool Literacy – Interactive Learning – Participatory Pedagogy – New Media Process and Product – Social Media and Collaborative Learning – Interacting with Literature on Facebook – Backchannels and Multitasking – Microblogging in the Classroom – Engaging Students with Twitter – Presumption of Connectedness – Interactive Content and Online Agenda – Analysis of Content in Wikis – The Cost of Technology – Mobile Education – Interdisciplinary Idea Exchange – Conducting Research with Text Messaging – The Power of Games – Learning by Playing Games – Diagrams for Choosers and Choosees – The Amorphous Cloud – New Media’s Transformation of Education.

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Book SynopsisPlantation Pedagogy originates from an Afro-Caribbean primary school teacher's experience. It provides a discourse which extends and illuminates the limitations of current neo-liberal and global rationalizations of the challenges posed to a teacher's practice. Plantation pedagogy is distinguished from critical pedagogy by its historical presence and its double-faced manifestations as simultaneously oppressive and subversive. Plantation pedagogy privileges and relocates educational transformation within the cultural arena, so that culture and history become the vehicles for teaching, educational research, and social transformation. It returns the work of education to the community; promotes an interconnection among the personal stories of the teacher, the historical narratives and memories of the community of teaching, and the professional advocacy of the teaching community; and advances an incomplete decolonization project of public political education.Trade Review«In ‘Plantation Pedagogy’, Laurette S. M. Bristol provides a stunning, theoretically informed, empirically grounded and politically astute account of how the ‘plantation pedagogy’ of teachers in postcolonial Trinidad and Tobago has been formed and informed by both the colonial past and colonial present. She proffers a sustained postcolonial argument for the necessary transformation of plantation pedagogy, set within present globalized and neo-liberal policy contexts. This book makes a significant contribution to postcolonial theory, methodology, epistemology, and politics.» (Robert Lingard, Professor, The University of Queensland, Australia) «Few books have probed into the hidden domains of colonial education as forcefully and as thoughtfully as Laurette S. M. Bristol’s brave, new book, ‘Plantation Pedagogy’. Against a backdrop of an agonistic past, Dr. Bristol offers a stirring call for a pedagogy of liberation and a manifesto for postcolonial pedagogical change. Dr. Bristol’s is a distinctive and refreshing voice in the educational field. This book should be required reading for scholars of global studies in education and for the general reader as well.» (Cameron McCarthy, Professor, College of Education, University of Illinois at Urbana-Champaign)«In ‘Plantation Pedagogy’, Laurette S. M. Bristol provides a stunning, theoretically informed, empirically grounded and politically astute account of how the ‘plantation pedagogy’ of teachers in postcolonial Trinidad and Tobago has been formed and informed by both the colonial past and colonial present. She proffers a sustained postcolonial argument for the necessary transformation of plantation pedagogy, set within present globalized and neo-liberal policy contexts. This book makes a significant contribution to postcolonial theory, methodology, epistemology, and politics.» (Robert Lingard, Professor, The University of Queensland, Australia) «Few books have probed into the hidden domains of colonial education as forcefully and as thoughtfully as Laurette S. M. Bristol’s brave, new book, ‘Plantation Pedagogy’. Against a backdrop of an agonistic past, Dr. Bristol offers a stirring call for a pedagogy of liberation and a manifesto for postcolonial pedagogical change. Dr. Bristol’s is a distinctive and refreshing voice in the educational field. This book should be required reading for scholars of global studies in education and for the general reader as well.» (Cameron McCarthy, Professor, College of Education, University of Illinois at Urbana-Champaign)

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Book SynopsisEffective Education for All deals with cultural-linguistic diversity and how to work in classrooms with culturally and linguistically diverse (CLD) students. It is essential reading for teachers, administrators, parents of CLD students, and policy makers if we are to continue to see progress and success from our graduates. This book is both practical and helpful for educators and their schools in offering Positive Behavior Support (PBS), illustrating key steps in understanding the problem and research on cultural-linguistic diversity. The authors offer resources to help educators and their families to understand the failures and successes with these students within the context of their particular schools and communities. What works with one group and age cohort may change as students develop within local and regional contexts.Table of ContentsContents: Diane Rodriguez: Factors Influencing Overrepresentation, Underachievement, and School Failure – Yi Ding/Dake Zhang: Developmental and Cultural Perspectives of Social and Emotional Development and Its Relation to School Success – Su-Je Cho/Ji-Ryun Kim/Kwang-Sun Cho Blair/Carlos R. McCray: Creating a Culturally Responsive School Climate with School-Wide Positive Behavioral Interventions and Supports – Chun Zhang/Angie Chai/Kwang-Sun Cho Blair: Effective Positive Behavioral Interventions and Supports for Students in Early Years and Grades: Practices and Policies – Kwang-Sun Cho Blair/Chun Zhang/Angie Chai: Culturally Relevant Positive Behavioral Interventions and Supports for Promoting School Success of Young Children with Problem Behavior from Culturally and Linguistically Diverse Backgrounds – Su-Je Cho/Kwang-Sun Cho Blair/Ji-Ryun Kim: Class-Wide Positive Behavioral Interventions and Supports in the Elementary School – Tachelle Banks/Festus E. Obiakor: Culturally Responsive Positive Behavior Intervention and Support for Culturally and Linguistically Diverse Students Suspected of Having Behavior Problems – Floyd D. Beachum/Gina L. Gullo: Promoting Socio-Cultural Justice for Culturally and Linguistically Diverse Secondary School Students – Christopher D. Yawn/Lenwood Gibson Jr.: A School-Wide Positive Behavior Support Model in Middle and High School – Carlos R. McCray/Chun Zhang/Su-Je Cho/Samuel Martin: Common and Unique Themes of Positive Behavioral Interventions and Supports Across Grade/Age Levels – Rosa Milagros Santos/Lillian Durán: When Good Intentions Are Not Enough: Essentials for Effective Leaders and Educators in Building and Leading Culturally Responsive Schools and Programs – Carlos R. McCray/Su-Je Cho/Chun Zhang/Heather Wynne: Accomplishments and Directions for Future Actions, Research, and Policy – Bruce S. Cooper: Epilogue. Supporting Success (K to 12) for Diverse Students: What Works, and Why, Now for Teens!

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Book SynopsisEffective Education for All deals with cultural-linguistic diversity and how to work in classrooms with culturally and linguistically diverse (CLD) students. It is essential reading for teachers, administrators, parents of CLD students, and policy makers if we are to continue to see progress and success from our graduates. This book is both practical and helpful for educators and their schools in offering Positive Behavior Support (PBS), illustrating key steps in understanding the problem and research on cultural-linguistic diversity. The authors offer resources to help educators and their families to understand the failures and successes with these students within the context of their particular schools and communities. What works with one group and age cohort may change as students develop within local and regional contexts.Table of ContentsContents: Diane Rodriguez: Factors Influencing Overrepresentation, Underachievement, and School Failure – Yi Ding/Dake Zhang: Developmental and Cultural Perspectives of Social and Emotional Development and Its Relation to School Success – Su-Je Cho/Ji-Ryun Kim/Kwang-Sun Cho Blair/Carlos R. McCray: Creating a Culturally Responsive School Climate with School-Wide Positive Behavioral Interventions and Supports – Chun Zhang/Angie Chai/Kwang-Sun Cho Blair: Effective Positive Behavioral Interventions and Supports for Students in Early Years and Grades: Practices and Policies – Kwang-Sun Cho Blair/Chun Zhang/Angie Chai: Culturally Relevant Positive Behavioral Interventions and Supports for Promoting School Success of Young Children with Problem Behavior from Culturally and Linguistically Diverse Backgrounds – Su-Je Cho/Kwang-Sun Cho Blair/Ji-Ryun Kim: Class-Wide Positive Behavioral Interventions and Supports in the Elementary School – Tachelle Banks/Festus E. Obiakor: Culturally Responsive Positive Behavior Intervention and Support for Culturally and Linguistically Diverse Students Suspected of Having Behavior Problems – Floyd D. Beachum/Gina L. Gullo: Promoting Socio-Cultural Justice for Culturally and Linguistically Diverse Secondary School Students – Christopher D. Yawn/Lenwood Gibson Jr.: A School-Wide Positive Behavior Support Model in Middle and High School – Carlos R. McCray/Chun Zhang/Su-Je Cho/Samuel Martin: Common and Unique Themes of Positive Behavioral Interventions and Supports Across Grade/Age Levels – Rosa Milagros Santos/Lillian Durán: When Good Intentions Are Not Enough: Essentials for Effective Leaders and Educators in Building and Leading Culturally Responsive Schools and Programs – Carlos R. McCray/Su-Je Cho/Chun Zhang/Heather Wynne: Accomplishments and Directions for Future Actions, Research, and Policy – Bruce S. Cooper: Epilogue. Supporting Success (K to 12) for Diverse Students: What Works, and Why, Now for Teens!

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Book SynopsisThis is the first book to define the philosophical and practical parameters of critical animal studies (CAS). Rooted in anarchist perspectives that oppose all systems of domination and authoritarianism, CAS both challenges anthropocentrism and presents animal liberation as a social justice movement that intersects with other movements for positive change. Written by a collection of internationally respected scholar-activists, each chapter expands upon the theory and practice underlying the total liberation approach, the roles of academics and activists, and the ten principles of CAS. With apolitical animal studies and exploitative animal research dominating higher education, this book offers a timely counter-narrative that demands the liberation of all oppressed beings and the environment. Defining Critical Animal Studies will interest educators, students, activists, community members, and policy makers seeking accessible theory that can be put into action.Trade Review«Defining Critical Animal Studies is the type of book that everyone should read – not just animal rights activists, but also the naysayers, fence-sitters, and uninformed. And why? Because this book is educational, enlightening, and transformative. It literally alters how we see and understand the issues of human and nonhuman relations, equality, democracy, food, consumption, activism, and social movements. And the book accomplishes this task by practicing what it preaches: bringing together a variety of scholars and activists, both old and new, that address the theoretical, practical, political, and personal intersections of animal liberation.» (Jason Del Gandio, Author of Rhetoric for Radicals: A Handbook for 21st Century Activists) «Through their work in this excellent volume, the editors and contributors give me hope that perhaps all is not lost for our species. But then I think, what kind of society marginalizes, harasses, and surveils these kinds of people as terrorists, but valorizes and rewards the real radicals and the real terrorists whose blood-lust for profits has normalized the systematic torture, oppression, and genocide of creatures unfortunate enough not to have been born human? As long as the latter group retains the backing of state violence, they’ll continue super-sizing us toward extinction.» (David Gabbard, Professor of Education, Boise State University) «Defining Critical Animal Studies comes at a moment when the devastating effects of climate change, the loss of species in the current sixth mass extinction, the overconsumption of the earth’s resources, endless toxic wars, and the exponential increase in human population are converging far more quickly than scientists predicted to create a multitude of crises – not in the distant future – but right here and now. This book reveals the necessity of reframing social justice and animal rights thought to forge new visions and creative movements to end human and corporate domination and exploitation of other humans, other forms of life, and the Earth.» (Julie Andrzejewski, Professor, St. Cloud State University) «This is a must-read for anyone concerned with the interconnectedness of struggles for justice and liberation. It is against single-issue politics. It is for the rights of all animals, irrespective of species, age, sex, race, class, and ability. What an exciting book!» (Piers Beirne, Author of Confronting Animal Abuse: Law, Criminology, and Human-Animal Relationships) «As radical means ‘root,’ Defining Critical Animal Studies is a radical book that explores the social, historical, and political roots underlying the oppression and exploitation of human and nonhuman animals alike. The book is also radical in advocating for the connection between scholarship and activism, and in promoting interdisciplinary and intersectional approaches to ‘the question of the animal.’ Students, scholars, activists, and citizens interested in engaging social justice across the species boundary will find these essays confronting many of the key issues of the twenty-first century, where what is at stake is survival itself.» (Dan Featherston, Assistant Professor, Temple University; Editor, Lexington Critical Animal Studies Book Series) «Critical Animal Studies is a spreading academic discipline that brings much-needed activist and radical perspectives to classrooms globally – just the kind of thing that breathes life and real substance into higher education.» (Leslie James Pickering, former Earth Liberation Front Press Officer) «There is an urgent need for a broader analysis in the animal liberation movement. The contributors to Defining Critical Animal Studies grapple with questions our movement will have to engage in order to move forward.» (Erin«Defining Critical Animal Studies is the type of book that everyone should read – not just animal rights activists, but also the naysayers, fence-sitters, and uninformed. And why? Because this book is educational, enlightening, and transformative. It literally alters how we see and understand the issues of human and nonhuman relations, equality, democracy, food, consumption, activism, and social movements. And the book accomplishes this task by practicing what it preaches: bringing together a variety of scholars and activists, both old and new, that address the theoretical, practical, political, and personal intersections of animal liberation.» (Jason Del Gandio, Author of Rhetoric for Radicals: A Handbook for 21st Century Activists) «Through their work in this excellent volume, the editors and contributors give me hope that perhaps all is not lost for our species. But then I think, what kind of society marginalizes, harasses, and surveils these kinds of people as terrorists, but valorizes and rewards the real radicals and the real terrorists whose blood-lust for profits has normalized the systematic torture, oppression, and genocide of creatures unfortunate enough not to have been born human? As long as the latter group retains the backing of state violence, they’ll continue super-sizing us toward extinction.» (David Gabbard, Professor of Education, Boise State University) «Defining Critical Animal Studies comes at a moment when the devastating effects of climate change, the loss of species in the current sixth mass extinction, the overconsumption of the earth’s resources, endless toxic wars, and the exponential increase in human population are converging far more quickly than scientists predicted to create a multitude of crises – not in the distant future – but right here and now. This book reveals the necessity of reframing social justice and animal rights thought to forge new visions and creative movements to end human and corporate domination and exploitation of other humans, other forms of life, and the Earth.» (Julie Andrzejewski, Professor, St. Cloud State University) «This is a must-read for anyone concerned with the interconnectedness of struggles for justice and liberation. It is against single-issue politics. It is for the rights of all animals, irrespective of species, age, sex, race, class, and ability. What an exciting book!» (Piers Beirne, Author of Confronting Animal Abuse: Law, Criminology, and Human-Animal Relationships) «As radical means ‘root’, Defining Critical Animal Studies is a radical book that explores the social, historical, and political roots underlying the oppression and exploitation of human and nonhuman animals alike. The book is also radical in advocating for the connection between scholarship and activism, and in promoting interdisciplinary and intersectional approaches to ‘the question of the animal.’ Students, scholars, activists, and citizens interested in engaging social justice across the species boundary will find these essays confronting many of the key issues of the twenty-first century, where what is at stake is survival itself.» (Dan Featherston, Assistant Professor, Temple University; Editor, Lexington Critical Animal Studies Book Series) «Critical Animal Studies is a spreading academic discipline that brings much-needed activist and radical perspectives to classrooms globally – just the kind of thing that breathes life and real substance into higher education.» (Leslie James Pickering, former Earth Liberation Front Press Officer) «There is an urgent need for a broader analysis in the animal liberation movement. The contributors to Defining Critical Animal Studies grapple with questions our movement will have to engage in order to move forward.» (ErinTable of ContentsContents: Anthony J. Nocella II/John Sorenson/Kim Socha/Atsuko Matsuoka: Introduction: The Emergence of Critical Animal Studies: The Rise of Intersectional Animal Liberation – Adam Weitzenfeld/Melanie Joy: An Overview of Anthropocentrism, Humanism, and Speciesism in Critical Animal Theory – Amy J. Fitzgerald/David Pellow: Ecological Defense for Animal Liberation: A Holistic Understanding of the World – Sarat Colling/Sean Parson/Alessandro Arrigoni: Until All Are Free: Total Liberation through Revolutionary Decolonization, Groundless Solidarity, and a Relationship Framework – Stephanie Jenkins/Vasile Stănescu: One Struggle – Carol L. Glasser/Arpan Roy: The Ivory Trap: Bridging the Gap between Activism and the Academy – Kim Socha/Les Mitchell: Critical Animal Studies as an Interdisciplinary Field: A Holistic Approach to Confronting Oppression – Lauren Corman/Tereza Vandrovcová: Radical Humility: Toward a More Holistic Critical Animal Studies Pedagogy – Lara Drew/Nik Taylor: Engaged Activist Research: Challenging Apolitical Objectivity – Jennifer Grubbs/Michael Loadenthal: From the Classroom to the Slaughterhouse: Animal Liberation by Any Means Necessary – Richard J. White/Erika Cudworth: Taking it to the Streets: Challenging Systems of Domination from Below – Karen Davis: Afterword: From Animal Oppression to Animal Liberation: A Historical Reflection and the Growth of Critical Animal Studies.

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