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Author: Patricia H. Hinchey
Publisher: Peter Lang
ISBN: 9780820461496
Category : Education
Languages : en
Pages : 196
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Book Description
Many American educators are all too familiar with disengaged students, disenfranchised teachers, sanitized and irrelevant curricula, inadequate support for the neediest schools and students, and the tyranny of standardizing testing. This text invites teachers and would-be teachers unhappy with such conditions to consider becoming critical educators - professionals dedicated to creating schools that genuinely provide equal opportunity for all children. Assuming little or no background in critical theory, chapters address several essential questions to help readers develop the understanding and resolve necessary to become change agents. Why do critical theorists say that education is always political? How do traditional and critical agendas for schools differ? Which agenda benefits whose children? What classroom and policy changes does critical practice require? What risks must change agents accept? Resources point readers toward opportunities to deepen their understanding beyond the limits of these pages.
Author: Henry A. Giroux
Publisher: Rowman & Littlefield Publishers
ISBN: 0742575691
Category : Education
Languages : en
Pages : 183
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Book Description
Essays by some of the world's leading educators provide a revolutionary portrait of new ideas and developments in education that can influence the possibility of social and political change. The authors take into account such diverse terrain as feminism, ecology, media, and individual liberty in their pursuit of new ideas that can inform the fundamental practice of education and promote a more humane civil society. The book consolidates recent thinking just as it reflects on emerging new lines of critical theory.
Author: Patricia H. Hinchey
Publisher: Peter Lang
ISBN: 9780820461496
Category : Education
Languages : en
Pages : 196
Get Book Here
Book Description
Many American educators are all too familiar with disengaged students, disenfranchised teachers, sanitized and irrelevant curricula, inadequate support for the neediest schools and students, and the tyranny of standardizing testing. This text invites teachers and would-be teachers unhappy with such conditions to consider becoming critical educators - professionals dedicated to creating schools that genuinely provide equal opportunity for all children. Assuming little or no background in critical theory, chapters address several essential questions to help readers develop the understanding and resolve necessary to become change agents. Why do critical theorists say that education is always political? How do traditional and critical agendas for schools differ? Which agenda benefits whose children? What classroom and policy changes does critical practice require? What risks must change agents accept? Resources point readers toward opportunities to deepen their understanding beyond the limits of these pages.
Author: Sue Winton
Publisher: IAP
ISBN: 1641138815
Category : Education
Languages : en
Pages : 240
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Book Description
Critical Perspectives on Education Policy and Schools, Families, and Communities offers scholars, students, and practitioners important new knowledge about how current policies impact families, schools, and community partnerships. The book’s authors share a critical orientation towards policy and policy research and invite readers to think differently about what policy is, who policymakers are, and what policy can achieve. Their chapters discuss findings from research grounded in diverse theories, including institutional ethnography, critical disability theory, and critical race theory. The authors encourage scholars of family, school, and community partnerships to ask who benefits from policies (and who loses) and how proposed reforms maintain or disrupt existing relations of power. The chapters present original research on a broad range of policies at the local, state/provincial, and national levels in Canada and the USA. Some authors look closely at the enactment of specific district policies, including a school district’s language translation policy and a policy to create local advisory bodies as part of decentralization efforts. Other chapters reveal the often unacknowledged yet necessary work parents do to meet their children’s needs and enable schools to operate. A few chapters focus on challenges and paradoxes of including families and community members in policymaking processes, including a case where parents demonstrated a preference for a policy that research demonstrates can be detrimental to their children’s future education opportunities. Another set of chapters emphasizes the centrality of policy texts and how language influences the educational experiences and engagement of students and their families. Each chapter concludes with a discussion of implications of the research for educators, families, and other community partners.
Author: Maria Hantzopoulos
Publisher: IAP
ISBN: 1617356859
Category : Education
Languages : en
Pages : 268
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Book Description
Critical Small Schools: Beyond Privatization in New York City Urban Educational Reform features the most current empirical research about the successes and challenges of the small schools movement and the implications of such for urban public educational policy. Situated in a climate of hierarchical reform, many of the principles of the original small schools movement——which are rooted in community participation, innovative pedagogies and assessment, and equity and social justice——have become obscured by an educational agenda that emphasizes top-down mandates and standards-based reform. With the increased popularity and the rapid proliferation of small schools, the emphasis on ‘‘size only’’ has resulted in a bifurcation of the small schools movement; on one end are the small schools which have embraced the democratic, participatory, and self-governing nature of the original movement, while on the other end are schools that have simply reduced their size without rethinking school structures and practices. This book distinguishes the small schools featured and researched in this volume from schools that are simply small and labels them ““critical small schools.”” By documenting the practices that take place in various critical small schools in New York City, we show how these schools have narrowed the achievement gap and increased graduation and college acceptance rates. Although smallness is an essential feature in the design of these schools, it is certainly not the only one and this volume illuminates the other elements that contribute to these schools’’ successes and shortcomings. Critical Small Schools also challenges the recent emphasis on charter schools as a panacea for urban educational reform. By featuring research about the inner workings of public schools, this volume challenges this new direction that steers successful school development away from public education. Moreover, as every site is fraught with some tension, Critical Small Schools not only offers glimpses into intellectually vibrant and democratic learning communities, but also acknowledges that these concepts are not static and necessitate continual reflection and renewal. At this pivotal moment in educational reform, this volume provides keen insight into the challenges and possibilities of the small schools movement and is indispensable for anyone interested in comprehensive public school reform.
Author: Kenneth Teitelbaum
Publisher: Routledge
ISBN: 1000058115
Category : Education
Languages : en
Pages : 256
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Book Description
Focusing on a wide range of critical issues, this book provides a comprehensive analysis of the linkage of different educational ideas, policies, and practices to a commitment for democratic schooling. Informed by significant, interdisciplinary research, as well as by his own extensive professional experiences as a teacher, professor, department chair, and dean, Teitelbaum examines contemporary concerns related to three broad areas: 1) teaching and teacher education; 2) curriculum studies; and 3) multiculturalism and social justice. His approach is to integrate the current and the historical, the practical and the theoretical, the technical and the socio-political, and the personal and the structural. With this volume, Teitelbaum considers how schools should be organized and funded, what they should teach and to whom, the role that teachers, students, and parents should play in school life, and the need and prospects for schools and teacher education programs that foster meaningful learning, critical reflection, and social justice.
Author: Isaac Gottesman
Publisher: Routledge
ISBN: 1317670957
Category : Education
Languages : en
Pages : 216
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Book Description
The Critical Turn in Education traces the historical emergence and development of critical theories in the field of education, from the introduction of Marxist and other radical social theories in the 1960s to the contemporary critical landscape. The book begins by tracing the first waves of critical scholarship in the field through a close, contextual study of the intellectual and political projects of several core figures including, Paulo Freire, Samuel Bowles and Herbert Gintis, Michael Apple, and Henry Giroux. Later chapters offer a discussion of feminist critiques, the influx of postmodernist and poststructuralist ideas in education, and critical theories of race. While grounded in U.S. scholarship, The Critical Turn in Education contextualizes the development of critical ideas and political projects within a larger international history, and charts the ongoing theoretical debates that seek to explain the relationship between school and society. Today, much of the language of this critical turn has now become commonplace—words such as "hegemony," "ideology," and the term "critical" itself—but by providing a historical analysis, The Critical Turn in Education illuminates the complexity and nuance of these theoretical tools, which offer ways of understanding the intersections between individual identities and structural forces in an attempt to engage and overturn social injustice.
Author: Phillip C. Schlechty
Publisher: Jossey-Bass
ISBN:
Category : Education
Languages : en
Pages : 296
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Book Description
Helping educational leaders sustain continuous innovation and improvement in schools, this text presents a framework for understanding the norms, behaviours and structures that make school systems so intractable to change.
Author: Francisco J. Villegas
Publisher: Springer
ISBN: 3030007162
Category : Education
Languages : en
Pages : 361
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Book Description
This edited volume brings to the foreground the inequities of contemporary schooling in Canada. The editors and authors perform a critical examination of the Canadian schooling space, highlighting the agency and action of marginalized communities and their efforts to address injustice within contexts of schooling. Grounded in the unique perspective of each author, this book provides a venue for transformative practice to create inclusive and socially just contexts for diverse populations, specifically as experienced by peoples who inhabit the intersections of various modes of oppression.
Author: Adrienne D. Dixson
Publisher: Routledge
ISBN: 1317973046
Category : Education
Languages : en
Pages : 304
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Book Description
Brings together several scholars from both law and education to provide some clarity on the status and future directions of Critical Race Theory, answering key questions regarding the ''what' and ''how'' of the application of CRT to education.
Author: Scott Seider
Publisher: Harvard Education Press
ISBN: 1682534316
Category : Education
Languages : en
Pages : 272
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Book Description
Schooling for Critical Consciousness addresses how schools can help Black and Latinx youth resist the negative effects of racial injustice and challenge its root causes. Scott Seider and Daren Graves draw on a four-year longitudinal study examining how five different mission-driven urban high schools foster critical consciousness among their students. The book presents vivid portraits of the schools as they implement various programs and practices, and traces the impact of these approaches on the students themselves. The authors make a unique contribution to the existing scholarship on critical consciousness and culturally responsive teaching by comparing the roles of different schooling models in fostering various dimensions of critical consciousness and identifying specific programming and practices that contributed to this work. Through their research with more than 300 hundred students of color, Seider and Graves aim to help educators strengthen their capacity to support young people in learning to analyze, navigate, and challenge racial injustice. Schooling for Critical Consciousness provides school leaders and educators with specific programming and practices they can incorporate into their own school contexts to support the critical consciousness development of the youth they serve.
