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Author: Wang Chen
Publisher: Routledge
ISBN: 1351245848
Category : Education
Languages : en
Pages : 264
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Book Description
Actionable Research for Educational Equity and Social Justice advances a unique, engaged approach to promoting educational equity and social justice in higher education across China and beyond. Developed as a joint venture of senior and junior scholars in China and the United States, this book documents Chinese, Latin American, U.S., and European examples of engaged scholarship supporting the development of strategies for expanding educational opportunities for low-income families. Drawing from collaborative research, workshops, and field investigations, chapter authors propose and test new methods and practices for reducing educational inequality and provide examples of successful practices that have improved access for low-income students across the globe.
Author: Wang Chen
Publisher: Routledge
ISBN: 1351245848
Category : Education
Languages : en
Pages : 264
Get Book Here
Book Description
Actionable Research for Educational Equity and Social Justice advances a unique, engaged approach to promoting educational equity and social justice in higher education across China and beyond. Developed as a joint venture of senior and junior scholars in China and the United States, this book documents Chinese, Latin American, U.S., and European examples of engaged scholarship supporting the development of strategies for expanding educational opportunities for low-income families. Drawing from collaborative research, workshops, and field investigations, chapter authors propose and test new methods and practices for reducing educational inequality and provide examples of successful practices that have improved access for low-income students across the globe.
Author: Edward P. St. John
Publisher: Taylor & Francis
ISBN: 1000980510
Category : Education
Languages : en
Pages : 176
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Book Description
A professional text written for social science researchers and practitioners, Research, Actionable Knowledge and Social Change provides strategies and frameworks for using social science research to engage in critical social and educational problem solving. Combining the best practices of critical analysis and traditional research methods, this professional text offers guidance for using the Action Inquiry Model (AIM), a transformative model that explains how to successfully conduct action-oriented research in a multitude of professional service organizations. The aim of the text is to encourage a new generation of research-based partnerships reforms that promote equity and access for underserved populations. Topics discussed include: The historical precedents for universities engaged in social change The limitations of current social science theory and methods The critical-empirical approach to social research The issues relating to social justice within the policy decision process The use of social research to integrate an emphasis of social justice into economic and policy decision making Research, Actionable Knowledge and Social Change does not propose different foundations for social research, but rather argues that it is necessary to reconsider how to work with theory and research methods to inform change. This text can also be used by students enrolled in graduate and Ed.D/Ph.D Higher Education Leadership programs and graduate programs across professional fields including K-12, public administration, sociology, health, cultural studies, organizational development and organizational theory. It further offers students guidance for research design and dissertation research.
Author: Alex Shevrin Venet
Publisher: Taylor & Francis
ISBN: 1003845118
Category : Education
Languages : en
Pages : 210
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Book Description
Educators must both respond to the impact of trauma, and prevent trauma at school. Trauma-informed initiatives tend to focus on the challenging behaviors of students and ascribe them to circumstances that students are facing outside of school. This approach ignores the reality that inequity itself causes trauma, and that schools often heighten inequities when implementing trauma-informed practices that are not based in educational equity. In this fresh look at trauma-informed practice, Alex Shevrin Venet urges educators to shift equity to the center as they consider policies and professional development. Using a framework of six principles for equity-centered trauma-informed education, Venet offers practical action steps that teachers and school leaders can take from any starting point, using the resources and influence at their disposal to make shifts in practice, pedagogy, and policy. Overthrowing inequitable systems is a process, not an overnight change. But transformation is possible when educators work together, and teachers can do more than they realize from within their own classrooms.
Author: Andrea M. Honigsfeld
Publisher: Corwin Press
ISBN: 1071855042
Category : Education
Languages : en
Pages : 112
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Book Description
Your Greatest Assets are Right Before Your Eyes: Your Multilingual Learners! Equity for multilingual learners (MLLs) means that students’ cultural and linguistic identities, backgrounds, and experiences are recognized as valued, rich sources of knowledge and their academic, linguistic, literacy, and social–emotional growth is ensured to the fullest potential. This ready-to-use guide offers practical, classroom-level strategies for educators seeking thoughtful, research-informed, and accessible information on how to champion equity for MLLs in a post-COVID era. Focused on the deliberate daily actions that all teachers of multilingual learners can take, this resource guide captures a compelling advocacy framework for culturally and linguistically responsive equity work, including Authentic examples of how educators understand and support MLLs through an equity lens Student portraits of multilingual learners’ experiences Accessible answers to essential how-to questions Robust professional learning activities Access to print and online resources for additional information Thoughtful probes throughout the guide help teachers develop student agency and foster pathways in their own practice and communication with multilingual learners.
Author: Stefan Lawrence
Publisher: Taylor & Francis
ISBN: 1040019854
Category : Social Science
Languages : en
Pages : 828
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Book Description
This is the first book to explore in breadth and in depth the complex intersections between sport, leisure, and social justice. This book examines the relations of power that produce social inequalities and considers how sport and leisure spaces can perpetuate those relations, or act as sites of resistance, and makes a powerful call for an activist scholarship in sport and leisure studies. Presenting original theoretical and empirical work by leading international researchers and practitioners in sport and leisure, this book addresses the central social issues that lie at the heart of critical social science – including racism, sexism, homophobia, transphobia, ableism, religious persecution, socio-economic deprivation, and the climate crisis – and asks how these issues are expressed or mediated in the context of sport and leisure practices. Covering an incredibly diverse range of topics and cases – including sex testing in sport; sport for refugees; pedagogical practices in physical education; community sport development; events and human rights; and athlete activism – this book also surveys the history of sport and social justice research, as well as outlining theoretical and methodological foundations for this field of enquiry. The Routledge Handbook of Sport, Leisure and Social Justice is an indispensable resource for any advanced student, researcher, policymaker, practitioner, or activist with an interest in the sociology, culture, politics, history, development, governance, media and marketing, and business and management of sport and leisure.
Author: Cinzia Pica-Smith
Publisher: Routledge
ISBN: 1351057294
Category : Education
Languages : en
Pages : 201
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Book Description
Europe is a multi-ethnic society experiencing a rise of anti-immigration, racist, xenophobic discourses, and right-wing political rhetoric and movements proposing legislation to further solidify structural inequality and institutionalized systems of oppression that fuel educational inequities. Social Justice Education in European Multi-ethnic Schools brings together researchers in the fields of sociology and education to examine debates in multicultural education. Drawing on critical theory, the book takes an in-depth look at how these challenges are being addressed (or not addressed) in educational contexts and in the proposed framework of intercultural education adopted as a conceptual and educational framework by the European Union over the last two decades. The book begins with an analysis of the sociological models and theories of migration and their connection to multiculturalism and interculturalism. It engages in the current debate between multiculturalism and interculturalism, bringing to light the "political rhetoric" that fueled narratives about the "failures" of multiculturalism, which ushered in the intercultural framework. It puts forth a critical analysis of interculturalism, linking it to neoliberalism, and policies of civic integration and the concept of govermentality. Advocating for a transformative framework informed in social justice education that aims to promote more equity in schools, it critically analyzes and discusses intercultural education, the pedagogical extension of interculturalism, as per the European documents highlighting its goals, pedagogies, tensions, and challenges. Social Justice Education in European Multi-ethnic Schools will be of great interest to academics, researchers, and scholars in the fields of intercultural, multicultural, and transformative education.
Author: Edward St. John
Publisher: Springer
ISBN: 3030190110
Category : Social Science
Languages : en
Pages : 334
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Book Description
This book critically examines how the narrative of global economic competition was used to rationalize college preparatory curriculum for all high school students and promote charter schools in Detroit. Using mixed qualitative and quantitative methods, the study identifies neighborhood risk factors undermining students’ academic success, along with the positive effects of churches and service centers as mitigating forces. The authors focus on a range of topics and issues including market competition, urban decline, community resources, testing and accountability, smaller schools, and engaged learning. The volume illustrates how action studies by engaged scholars working with community activists empowers students to overcome emerging barriers.
Author: Dannielle Joy Davis
Publisher: Taylor & Francis
ISBN: 1000979113
Category : Education
Languages : en
Pages : 343
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Book Description
The purpose of this work is to advance understanding of intersectional theory and its application to research in education. The scholars whose work appear in this volume utilize intersectional theory and research methods to work in fields and disciplines such as Education, Sociology, Women’s Studies, Africana Studies, Human Development, Higher Education Administration, Leadership Studies, and Justice Studies. The book illustrates how intersectional theory can be used in both quantitative and qualitative education research on college student access and success, faculty satisfaction and professional development, and K-12 educational issues such as high school dropouts and bullying. This book is unique, as no other book ties intersectionality to the research process.Key Features:* Readers will learn the basic tenets of intersectionality and how it can be useful in education research.* Readers will learn how intersectionality can be used to analyze both quantitative (large scale survey) and qualitative (interview, participant observation, and ethnographic) data.* Lastly, readers will learn how intersectionality can be particularly useful in examining the experiences of diverse groups of students attending elementary schools, high schools, colleges and universities, and faculty working at post-secondary institutions.Intersectionality is increasingly being used in research and education. This theory holds great promise in exploring students’ experiences in terms of access, success, and outcomes for marginalized groups. In essence, application of the theory promotes critical complex thinking regarding the intersectionality of race, class, and gender and their outcomes.
Author: Alexander W. Wiseman
Publisher: Routledge
ISBN: 0429782810
Category : Education
Languages : en
Pages : 217
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Book Description
This volume explores the shared expectations that education is a panacea for the difficulties that refugees and their receiving countries face. This book investigates the ways in which education is both a dream solution as well as a contested landscape for refugee families and students. Using comparative, cross-national perspectives across five continents, the editors and contributors critically analyze the educational structures, policies, and practices intended to support refugee youth transition from conflict and post-conflict zones to mainstream classrooms and schools in their new communities.
Author: Rick Mintrop
Publisher: Harvard Education Press
ISBN: 1612509045
Category : Education
Languages : en
Pages : 377
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Book Description
At the heart of the effort to enact and scale up successful school reforms is the need for more robust links between research and practice. One promising approach is design development, a methodology widely used in other fields and only recently adapted to education, which offers a disciplined process for identifying practical problems, assessing evidence of outcomes, accounting for variability in implementation and results, and establishing a foundation for broader understanding of the problem and proposed solutions. This exciting new book provides a practical guide for education leaders who are seeking to address issues of equity in their schools and want to pursue this approach. The book provides a step-by-step description of the process, augmented by case studies of four education leaders: Christine, a middle school principal who is concerned with the volume of disciplinary referrals in her school; Michelle, an elementary school principal who wants to address achievement gaps; Eric, an assistant superintendent who wants to improve the quality of principals’ instructional feedback to teachers; and Nora, a high school principal who is concerned about the use of racial and homophobic slurs in the hallways. The book follows each of these leaders as they formulate and refine interventions to address these problems. Design-Based School Improvement also includes a series of “excursions into theory” that discuss the research basis for design-based improvement. The author—a leading thinker about policy implementation and school reform—shows a profound appreciation for the complexity of work in schools and the deep and sustained thinking entailed in undertaking productive change. By bringing theory to life and putting it in the hands of skilled practitioners, this book promises to become an invaluable resource for education leaders seeking to solve problems of equity and social justice in schools.
