Educating African Immigrant Youth PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Educating African Immigrant Youth PDF full book. Access full book title Educating African Immigrant Youth by Vaughn W. M. Watson. Download full books in PDF and EPUB format.
Author: Vaughn W. M. Watson
Publisher: Teachers College Press
ISBN: 0807782440
Category : Language Arts & Disciplines
Languages : en
Pages : 257
Get Book Here
Book Description
This book illuminates emerging perspectives and possibilities of the vibrant schooling and civic lives of Black African youth and communities in the United States, Canada, and globally. Chapters present key research on how to develop and enact teaching methodologies and research approaches that support Black African immigrant and refugee students. The contributors illuminate contours of the Framework for Educating African Immigrant Youth which focuses on four complementary approaches for teaching and learning: emboldening tellings of diaspora narratives; navigating pasts, presence, and futures of teaching and learning; enacting social civic literacies to extend complex identities; and affirming and extending cultural, heritage, and embodied knowledges, languages, and practices. The frameworks and practices will strengthen how educators address the interplay of identities presented by African, and by extension, Black immigrant populations. Disciplinary perspectives include literacy and language, social studies, civics, mathematics, and higher education; university and community partnerships; teacher education; global and comparative education, and after-school initiatives. Contributors: Susan Akello Ogwal, Sibel Akin-Sabuncu, Irteza Anwara Mohyuddi, OreOluwa Badaki, Joel Berends, Jasmine L. Blanks Jones, David Bwire, Nyimasata Damba Danjo, Liv T. Dvila, Priscila Dias Corra, Maryann J. Dreas-Shaikha, Patrick Keegan, Dinamic Kubangana, James Alan Oloo, Lakeya Omogun, Oyemolade Osibodu, Natacha Roberts.
Author: Vaughn W. M. Watson
Publisher: Teachers College Press
ISBN: 0807782440
Category : Language Arts & Disciplines
Languages : en
Pages : 257
Get Book Here
Book Description
This book illuminates emerging perspectives and possibilities of the vibrant schooling and civic lives of Black African youth and communities in the United States, Canada, and globally. Chapters present key research on how to develop and enact teaching methodologies and research approaches that support Black African immigrant and refugee students. The contributors illuminate contours of the Framework for Educating African Immigrant Youth which focuses on four complementary approaches for teaching and learning: emboldening tellings of diaspora narratives; navigating pasts, presence, and futures of teaching and learning; enacting social civic literacies to extend complex identities; and affirming and extending cultural, heritage, and embodied knowledges, languages, and practices. The frameworks and practices will strengthen how educators address the interplay of identities presented by African, and by extension, Black immigrant populations. Disciplinary perspectives include literacy and language, social studies, civics, mathematics, and higher education; university and community partnerships; teacher education; global and comparative education, and after-school initiatives. Contributors: Susan Akello Ogwal, Sibel Akin-Sabuncu, Irteza Anwara Mohyuddi, OreOluwa Badaki, Joel Berends, Jasmine L. Blanks Jones, David Bwire, Nyimasata Damba Danjo, Liv T. Dvila, Priscila Dias Corra, Maryann J. Dreas-Shaikha, Patrick Keegan, Dinamic Kubangana, James Alan Oloo, Lakeya Omogun, Oyemolade Osibodu, Natacha Roberts.
Author: Joyce E. King
Publisher: Routledge
ISBN: 1317509749
Category : Education
Languages : en
Pages : 317
Get Book Here
Book Description
A dynamic leader and visionary teacher/scholar, Joyce E. King has made important contributions to the knowledge base on preparing teachers for diversity, culturally connected teaching and learning, and inclusive transformative leadership for change, often in creative partnership with communities. Dr. King is internationally recognized for her innovative interdisciplinary scholarship, teaching practice, and leadership. Her concept of "dysconscious racism" continues to influence research and practice in education and sociology in the U.S. and in other countries. This volume weaves together ten of her most influential writings and four invited reflections from prominent scholars on the major themes the work addresses. In the World Library of Educationalists, international scholars themselves compile career-long collections of what they judge to be their finest pieces—extracts from books, key articles, salient research findings, major theoretical and/or practical contributions—so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands of their work and see their contribution to the development of a field.
Author: Sabella Ogbobode Abidde
Publisher: Routledge
ISBN: 0429514573
Category : Social Science
Languages : en
Pages : 334
Get Book Here
Book Description
This book examines the process and events surrounding the migration of African scholars, as well as their lives and lived experiences within and outside of their colleges and universities. The chapters chronicle the lived-experiences and observations of African scholars in North America and examine a range of issues, ideas, and phenomena within North American colleges and universities. The contributors examine the political, ethnic, or religious upheavals that informed their migration or banishment; contrast the teaching-learning-research environment in Africa and North America; and discuss on and off-campus experience with segregation and racial inequality. This book will be of interest to students and scholars of the African Diaspora, migration, and African Studies.
Author: Susan Groundwater-Smith
Publisher: Taylor & Francis
ISBN: 131530094X
Category : Education
Languages : en
Pages : 215
Get Book Here
Book Description
From Practice to Praxis is an exploration of the development of ethical practice as it applies to the meaning of quality within the tradition of practitioner inquiry and participatory research. Chronicling some of her most important works, this is a compelling overview of Susan Groundwater-Smith’s contribution to the evolution of the nexus between thinking and theory as it stands between the academy and the field. It traces the steps between instrumental reasoning towards a more liberatory and challenging stance. The book selects from a number of publications, each representing the genesis of the nascent ideas that have informed Susan’s practice as a scholar and researcher. Taking a praxis stance draws attention not only to procedural concerns, how things are done; but also substantive issues that are associated with different forms of dialogue and trustworthiness, why things are done. In addition to the assemblage of articles and chapters, the book is prefaced by a long essay that reveals those features of the writer’s self-understanding as it is illuminated throughout the selection. The work is situated within a professional life-history, as well as relating to extant writings on theory and practice within a complex cultural and ever-changing professional educational environment. From Practice to Praxis will appeal to initial teacher education students in both primary and secondary settings, as well as post-graduate students with an interest in action research/participant research with both practitioners in the field and young people.
Author: Julio Cammarota
Publisher: Springer Nature
ISBN: 3030566854
Category : Education
Languages : en
Pages : 171
Get Book Here
Book Description
This book promotes collaborative ways of knowing and group accountability in learning processes to counteract the damaging effects of neoliberal individualism prevalent in educational systems today. These neoliberalist hierarchies imposed through traditional, autocratic knowledge systems have driven much of the United States’ educational policies and reforms, including STEM, high stakes testing, individual-based accountability, hierarchical grading systems, and ability grouping tracks. The net effect of such policies and reforms is an education system that perpetuates social inequalities linked with race, class, gender, and sexuality. Instead, the author suggests that accountability pushes past individualism in education by highlighting democratic methods to produce a collective good as opposed to a narrow personal success. In this democratic model, participants contribute to the common goal of elevating the entire group. Drawing from a well of creative praxes, reflexivity, and spiritual engagement, contributors incorporate collective dreaming to envision alternate realities of learning and schooling and summon the spirit into action for change.
Author: Christine Montecillo Leider
Publisher: Taylor & Francis
ISBN: 1040298184
Category : Education
Languages : en
Pages : 217
Get Book Here
Book Description
Preparing Antiracist Teachers: Fostering Antiracism and Equity in Teacher Preparation examines multiple strategies and theories for developing antiracist attitudes and actions in teachers and teacher candidates. This textbook uses critical consciousness as a framework to help practitioners and scholars to facilitate the process of doing antiracist work. The book is divided into three sections, with Part 1 focusing on critical reflection, which refers to a social analysis and moral rejection of societal inequities, such as social, economic, racial/ethnic, and gender inequities, that constrain well-being and human agency. It shows that those who are critically reflective view social problems and inequalities in systemic terms and are therefore better able to address them. Part 2 examines sociopolitical efficacy, which refers to the perceived capacity to effect social and political change by individual and/or collective activism. Part 3 centers on critical action, that is, individual or collective action taken to change aspects of society, such as institutional policies and practices, that are perceived to be unjust. This is a broad view of activism that can include participation in activities such as voting, community organizing, and peaceful protests. Showcasing both USA-based and international case studies, Preparing Antiracist Teachers will support teacher educators in their work by presenting nuanced and important means of teacher education for antiracism and critical consciousness. It will also benefit those studying related courses, including Teacher Education, Social Justice Education, and Multicultural Education.
Author: Aisha M. Beliso-De Jesús
Publisher: Princeton University Press
ISBN: 069125818X
Category : History
Languages : en
Pages : 400
Get Book Here
Book Description
"White supremacy has shaped cultural anthropology from its inception, yet the discipline also offers powerful tools for understanding how this corrosive force structures societies around the world. The Anthropology of White Supremacy explores how this phenomenon works around the globe and within anthropology itself. Gathering original essays from a diverse, international group of anthropologists, this collection illustrates that white supremacy, far from being only a fringe belief of white nationalists and fascists, is a core mainstream ideology. The book includes essays about many countries, including Brazil, Mexico, Nigeria, Norway, Senegal, South Africa, and the United States, and takes up such topics as American advertising, the Belgian Congo, South Asian philosophies, police cadets, U.S. immigration courts, Guantánamo memoirs, Palestinian feminism, Hollywood paparazzi, and how Indigenous anthropologists can counter the damage of settler colonialism. The result reveals not only how anthropology can help us to better comprehend white supremacy, but also how the discipline can help us begin to dismantle it. With contributions by Omolade Adunbi, Samar Al-Bulushi, Aisha M. Beliso-De Jesús, Michael Blakey, Mitzi Uehara Carter, Subhadra Mitra Channa, Celina de Sá, Vanessa Diaz, Britt Halvorson, Faye Harrison, Sarah Ihmoud, Anthony R. Jerry, Darryl Li, Kristín Loftsdóttir, Christopher Loperena, Keisha-Khan Y. Perry, Jemima Pierre, Jean Muteba Rahier, Laurence Ralph, Renya K. Ramirez, Junaid Rana, Joshua Reno, Jonathan Rosa, Shalini Shankar, and Maria Styve"--
Author: Greg Wiggan
Publisher: Rowman & Littlefield
ISBN: 1475871023
Category : Education
Languages : en
Pages : 171
Get Book Here
Book Description
Unbleaching the Curriculum: Enhancing Diversity, Equity, Inclusion and Beyond in Schools and Society is an innovative work that applies a new perspective to curriculum desgin in U.S. public schools. Introducing the framework of unbleaching, the book explores curricular omissions and falsifications for the purpose of advancing diversity, equity, and inclusion (DEI) in school processes and practices. Its content is groundbreaking as it introduces readers to often omitted contributions such as The Teachings of PtahHotep, the oldest book in the world, and The Ahmes Papyrus, the oldest mathematical document in the world, among others. The Nation's Report Card government report indicates that U.S. schools are experiencing modest performance (NAEP, 2022). Thus, unbleaching framework has the potential to improve student performance through curriculum development that is informed by multicultural practices. The eight key tenets and processes of unbleaching provide the context for how the curriculum might address notable omissions and suppressed historical contributions and promote greater DEI in U.S. public schools.
Author: Joyce E. King
Publisher: Routledge
ISBN: 1351213210
Category : Education
Languages : en
Pages : 187
Get Book Here
Book Description
Moving beyond the content integration approach of multicultural education, this text powerfully advocates for the importance of curriculum built upon authentic knowledge construction informed by the Black intellectual tradition and an African episteme. By retrieving, examining, and reconnecting the continuity of African Diasporan heritage with school knowledge, this volume aims to repair the rupture that has silenced this cultural memory in standard historiography in general and in PK-12 curriculum content and pedagogy in particular. This ethically informed curriculum approach not only allows students of African ancestry to understand where they fit in the world but also makes the accomplishments and teachings of our collective ancestors available for the benefit of all. King and Swartz provide readers with a process for making overt and explicit the values, actions, thoughts, and behaviors reflected in an African episteme that serves as the foundation for African Diasporan sociohistorical phenomenon/events. With such knowledge, teachers can conceptualize curriculum and shape instruction that locates people in all cultures as subjects with agency whose actions embody their ongoing cultural legacy.
Author: Mel Ainscow
Publisher: Routledge
ISBN: 1317420462
Category : Education
Languages : en
Pages : 318
Get Book Here
Book Description
In the World Library of Educationalists series, international experts compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and practical contributions – so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field. Spanning Mel Ainscow’s accomplished 30 year international career in education, the texts in this book trace his efforts to find ways of fostering more equitable forms of education. This has involved a series of struggles as he has experimented with different approaches - in a variety of contexts - to find new possibilities for responding to learner diversity. Over the years this has related to a variety of headline themes, starting from special education, through to integration, on to inclusive education, and then, more recently, educational equity. The readings have been chosen to illustrate the changes that have occurred in Ainscow’s thinking and practices and a short introduction is provided for each chapter that is intended to help readers to understand the significance of what is presented and how this relates to other chapters in the book. The writings in this text reinforce the idea that the promotion of equity in schools is essentially a social process that has to occur within particular contexts.
