Description
Book SynopsisWhile the issue of advancing equity occupies the pages of many education journals across the world and pursuing it in schools and classrooms is a common instructional goal, there is an obvious absence of established school policies combined with pedagogies on how to achieve educational equity.
Therefore, equity solution driven by inclusion, justice, and hope is needed to transform the current systemic educational inequities. To ensure and sustain the notion that all children have the opportunities they need to develop, succeed, and meet their potential, it is imperative that we move the discussion about the impact of education from celebrating the academic gain of a few, to the needs of the many marginalized students who are often discounted and dehumanized.
Table of ContentsChapter 1. Introduction Mind the Margins: There is No Teaching Without True Equity; Jose W. Lalas and Heidi Luv Strikwerda
PART: I ADDRESSING ALL THOSE WHO ARE DEEMED TO BE ON THE MARGINS
Chapter 2. Viewing Language as Property: A Critical Reimagination of Teaching English Learners; Jose W. Lalas and Heidi Luv Strikwerda
Chapter 3. Attacking the Wealth Gap and Correlating Achievement Gap for Children Living in Poverty Through Critical Determination; Chris Jackson and Heidi Luv Strikwerda
Chapter 4. Social Justice Pedagogy for Teacher of Children Living in Poverty; Angela Macias
Chapter 5. Preparing for Powerful Progress: Ensuring Equity When Supporting Black Students; Nicol R. Howard and Keith E. Howard
Chapter 6. On the Margins of the Margins: Teaching Teachers Inside Juvenile Hall; Brian Charest
PART II: MEETING THE NEEDS OF MARGINALIZED STUDENTS THROUGH TEACHER PREPARATION PROGRAMS
Chapter 7. Inclusive Teaching Requires Inclusive Lesson Planning; Jessica Tunney and Amy Hanreddy
Chapter 8. Universal Design vs. Differentiated Design: A Conversation About Equality; Marni E. Fisher and Kimiya Sohrab Maghzi
Chapter 9. Foster Placement, Ethnic Minority, and Dis/ability: Intersectional Formative Childhood Experiences; Kimiya Sohrab Maghzi and Marni E. Fisher
Chapter 10. Intersectional Agility in Teacher Education: Critical Reflections on Co-Teaching in an Integrated Dual Credential Program; James O. Fabionar and Suzanne Stolz
PART III: MINDING THE MARGINS: INTERNATIONAL CONTEXT
Chapter 11. Disrupting the Status Quo: A Socially Just Education for Australia’s First Nations Boys; Grace O Brien
Chapter 12. Participatory Policy Formulation on Indigenous Peoples Education in the K to 12 Basic Education Program in the Philippines; Dina Joana Ocampo, Rozanno Rufino, and Junette Fatima Gonzale
Chapter 13. Criticality Across Topics: Making Classrooms as Democratic Spaces for Teachers as Cultural Workers (Martial Law Conversations in the Philippines); Jose W. Lalas
PART IV: CONCLUSIONS: MINDING THE MARGINS ACROSS CONTEXTS
Chapter 14. “Our time is now”: Education for Humanization and the Fight for Black Life; Patrick Roz Camangian
Chapter 15. Educators as Agents of Hope: Hopeful Possibilities Found in Hopeless Realities (Biomythography); Heidi Luv Strikwerda
