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Author: Nicole M. Joseph
Publisher: Social Justice Across Contexts in Education
ISBN:
Category : Culturally relevant pedagogy
Languages : en
Pages : 314
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Book Description
This is a collection of narratives that will transform the teaching of any faculty member who teaches in the STEM system. The book links issues of inclusion to teacher excellence at all grade levels by illuminating the critical influence that racial consciousness has on the behaviors of White faculty in the classroom.
Author: Nicole M. Joseph
Publisher: Social Justice Across Contexts in Education
ISBN:
Category : Culturally relevant pedagogy
Languages : en
Pages : 314
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Book Description
This is a collection of narratives that will transform the teaching of any faculty member who teaches in the STEM system. The book links issues of inclusion to teacher excellence at all grade levels by illuminating the critical influence that racial consciousness has on the behaviors of White faculty in the classroom.
Author: Stephen D. Brookfield
Publisher: Taylor & Francis
ISBN: 1000979814
Category : Education
Languages : en
Pages : 249
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Book Description
As this book was being written, the United States exploded in outrage against the murder by police of people of color across the country. Corporations, branches of state and local government, and educational institutions all pledged to work for racial justice and the Black Lives Matters movement moved into the mainstream as people from multiple racial and class identities pledged their support to its message. Diversity initiatives abounded, mission statements everywhere were changed to incorporate references to racial justice, and the rampant anti-blackness endemic to US culture was brought strikingly to the surface. Everywhere, it seemed, white people were looking to learn about race. “What do we do?” “How can we help?” These were the cries the authors heard most frequently from those whites whose consciousness of racism was being raised.This book is their answer to those cries. It’s grounded in the idea that white people need to start with themselves, with understanding that they have a white racial identity. Once you’ve learned about what it means to be white in a white supremacist world, the answer of "what can I do" becomes clear. Sometimes you work in multiracial alliances, but more often you work with white colleagues and friends. In this book the authors explore what it means for whites to move from becoming aware of the extent of their unwitting collusion in racism, towards developing a committed antiracist white identity. They create a road map, or series of paths, that people can consider traveling as they work to develop a positive white identity centered around enacting antiracism.The book will be useful to anyone trying to create conversations around race, teach about white supremacy, arrange staff and development workshops on racism, and help colleagues explore how to create an antiracist culture or environment. This work happens in schools, colleges and universities, and we suspect many readers will be located in K-12 and higher education. But helping people develop an antiracist identity is a project that occurs in corporations, congregations, community groups, health care, state and local government, arts organizations, and the military as well. Essentially, if you have an interest in helping the whites you interact with become antiracist, then this book is written very specifically for you.Watch our BWAR YouTube playlist, where authors Stephen Brookfield and Mary Hess chat about some common themes from the book.
Author: Nicole M. Joseph
Publisher: IAP
ISBN: 164113965X
Category : Education
Languages : en
Pages : 168
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Book Description
This book seeks to understand the complexities of talented and high-performing Black girls and women in STEM across the P-20 trajectory. Analogously, this volume aims to understand the intersections between giftedness, its identification, and racial, gender, and academic discipline identities. The dearth of literature on this subject suggests that Black girls and women have unique experiences in gifted programming, in large part because of factors associated with gifted programs in general. Key factors affecting Black students, and Black girls in particular, are identification and underrepresentation. These factors can be shaped by interlocking systems of racism, classism, gender bias, and other forms of oppression. Teachers in the P-12 educational system are the first identifiers for gifted programming and look for student characteristics, such as natural leadership, inquisitiveness, and students’ desire to be in gifted programs. Because many Black girls are stereotyped and teachers rarely have deep understanding of cultural differences, Black girls are less likely to be identified for gifted programming. More specifically, Black girls’ lack of representation in gifted mathematics or STEM programs contradicts research that finds that girls reach several developmental advantages ahead of boys. For example, research has shown that girls talk and read earlier, receive higher grades in elementary school, and drop-out less often than boys. Other studies have also shown that Black girls have higher mathematics career aspirations than their White and Latina female peers; yet, they are rarely represented in gifted math and Advanced Placement (AP) math programs. Furthermore, the underrepresentation of urban, low-income African-American students in gifted education is related to low test scores, student and family choice, a lack of teacher referral, and a mismatch between home and school cultures. Some high-performing Black girls and women are participating in programs that nurture and support their racial and gender identities and contribute to them developing into strong and efficacious girls and women who have agency in their lives. This anthology includes studies that illustrate the complexities of intersectionality in various STEM programs, while also demonstrating that increasing access to STEM for Black girls and women is doable.
Author: Norman K. Denzin
Publisher: SAGE Publications
ISBN: 1071836757
Category : Reference
Languages : en
Pages : 1064
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Book Description
This new edition of the SAGE Handbook of Qualitative Research represents the sixth generation of the ongoing conversation about the discipline, practice, and conduct of qualitative inquiry. As with earlier editions, the Sixth Edition is virtually a new volume, with 27 of the 34 chapters representing new topics or approaches not seen in the previous edition. To mark the Handbook’s 30-year history, we are pleased to offer a bonus PART VI in the eBook versions of the Sixth Edition: this additional section brings together and reprints ten of the most famous or game-changing contributions from the previous five editions.
Author: Wilkerson Lee, Carrie
Publisher: IGI Global
ISBN:
Category : Education
Languages : en
Pages : 518
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Book Description
Within the field of mathematics teacher (PST) education, a profound challenge echoes—the persistent gap between theoretical understanding and practical application. This lingering divide raises a critical concern, one that finds its focus in the exploration of transformative tools known as approximations of practice. These tools aim to provide a realistic and contextualized environment for PSTs to cultivate their teaching skills. However, the broader, often overlooked issue permeating this educational terrain is the question of equity in mathematics instruction—an issue that this book endeavors to unravel and reshape, positioning equity at the forefront of pedagogical considerations. Promoting Equity in Approximations of Practice for Mathematics Teachers, a compelling work that not only delves into the transformative role of approximations but also champions equity as a cornerstone in reshaping the landscape of mathematics education. This groundbreaking work has a dual objective—firstly, to furnish mathematics teacher educators and researchers with a comprehensive overview of the current landscape of approximations in mathematics education. It moves beyond a mere survey, encouraging readers to critically analyze frameworks and design choices that either foreground or dismiss equity in these pedagogical spaces. Divided into three sections, the book delves into the spectrum of work characterizing approximations in mathematics teacher education. The first section surveys diverse approaches, acknowledging the current lack of focus on equity. The second section critically examines the intersection of equity and approximations, fostering collaborations between experts in mathematics education and equity-focused researchers. The third section takes a forward-looking stance, envisioning the future of equity-focused approximations in mathematics education.
Author: Lori D. Patton
Publisher: State University of New York Press
ISBN: 1438492928
Category : Education
Languages : en
Pages : 417
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Book Description
Reauthoring Savage Inequalities brings together scholars, educators, practitioners, and students to counter dominant narratives of urban educational environments. Using a community cultural wealth lens, contributors center the strategies, actions, and ways of knowing communities of color use to resist systemic oppression. So often, discussions of urban schooling are filled with stories of what Jonathan Kozol famously referred to as "savage inequalities" in his 1991 book of the same title—with tales of deficiency and despair. The counternarratives in this volume grapple with the inequalities highlighted by Kozol. Yet, in foregrounding lived experiences of educating and being educated in schools and communities that were systemically isolated and disenfranchised then and continue to be thirty years later, Reauthoring Savage Inequalities brings nuance to depictions of teaching and learning in urban areas. In nineteen essays, as well as commentaries, a foreword, and an afterword, contributors engage readers in critical dialogue about the importance of community cultural wealth. They identify the sources of support that enable students, staff, parents, and community members to succeed and thrive despite the purposeful divestment in communities of color across this nation's cities.
Author: Heidi L. Andrade
Publisher: Routledge
ISBN: 135168146X
Category : Education
Languages : en
Pages : 590
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Book Description
The Handbook of Formative Assessment in the Disciplines meaningfully addresses current developments in the field, offering a unique and timely focus on domain dependency. Building from an updated definition of formative assessment, the book covers the integration of measurement principles into practice; the operationalization of formative assessment within specific domains, beyond generic strategies; evolving research directions including student involvement and self-regulation; and new approaches to the challenges of incorporating formative assessment training into pre-service and in-service educator training. As supporters of large-scale testing programs increasingly consider the potential of formative assessments to improve teaching and learning, this handbook advances the subject through novel frameworks, intersections of theory, research, and practice, and attention to discernible disciplines. Written for instructors, graduate students, researchers, and policymakers, each chapter provides expert perspectives on the procedures and evaluations that enable teachers to adapt teaching and learning in-process toward student achievement.
Author: Zachary A. Casey
Publisher: State University of New York Press
ISBN: 143847976X
Category : Education
Languages : en
Pages : 248
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Book Description
Antiracist professional development for white teachers often follows a one-size-fits-all model, focusing on narrow notions of race and especially white privilege at the expense of more radical analyses of white supremacy. Frustrated with this model, Zachary A. Casey and Shannon K. McManimon, both white teacher educators, developed a two-year professional development seminar called "RaceWork" with eight white practicing teachers committed to advancing antiracism in their classrooms, schools, and communities. Drawing on interviews, field notes, teacher reflections, and classroom observations, Building Pedagogues details the program's theoretical and pedagogical foundations; Casey and McManimon's unique tripartite approach to race and racism at personal, local, and structural levels; learnings, strategies, and practical interventions that emerged from the program; and the challenges and resistance these teachers faced. As the story of RaceWork and a model for implementing it, the book concludes by reminding its audience of teachers, teacher educators, and researchers that antiracist professional development is a continual, open-ended process. The work of building pedagogues is an ongoing process.
Author: Saran Stewart
Publisher: IAP
ISBN: 1641137339
Category : Education
Languages : en
Pages : 243
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Book Description
As academics in postcolonial Caribbean countries, we have been trained to believe that research should be objective: a measurable benefit to the public good and quantifiable in nature so as to generalize findings to develop knowledge societies for economic growth. What happens, however when the very word “research” connotes a derogatory term or semblance of distrust? Smith (1999) speaks towards the distrustful nature of the term as a legacy of European imperialism and colonialism. Against this backdrop, how do Caribbean researchers leverage recognized and valued (indigenous) methods of knowing and understanding for and by the Caribbean populace? How do we learn from indigenous research methods such as Kaupapa Maori (Smith, 1999) and develop an understanding of research that is emancipatory in nature? Decolonizing qualitative methods are rooted in critical theory and grounded in social justice, resistance, change and emancipatory research for and by the Other (Said, 1978). Rodney’s (1969) legacy of “groundings” provides a Caribbean oriented ethnographic approach to collecting data about people and culture. It is an anti-imperialist method of data collection focused on the socioeconomic and political environment within the (post) colonial context. Similar to Rodney, other critical Caribbean scholars have moved the research discourse to center on the notions of resistance, struggle (Chevannes, 1995; Feraria, 2009) and decolonoizing methodologies. This proposed edited volume will provide a collective body of scholarship for innovative uses of decolonizing qualitative research. In order to theorize and conduct decolonizing research, one can argue that the researcher as self and as the Other needs to be interrogated. Borrowing from an autoethnographic ontology, the researcher or investigator recognizes the self as the unit of measure, and there is a concerted effort to continuously see the self, seeing the self through and as the other (Alexander, 2005; Ellis, 2004). This level of interrogation may require frameworks such as Reasonable Humanism in which there is a clear understanding of the role of the researcher and researched from a physiological and psychosocial standpoint. Thereafter, the researcher is better prepared to enter into a discourse about decolonizing methodologies. The origins of qualitative inquiry in the Caribbean can be traced to political and economic discourses – Marxism, postcolonialism, neocolonialism, capitalism, liberalism, postmodernism- which have challenged ways of knowing and the construction of knowledge. Evans (2009) traced the origins of qualitative inquiry to slave narratives, proprietor’s journals, missionaries’ reports and travelogues. Common to the Caribbean is an understanding of how colonial legacies of research have ridiculed oral traditions, language, and ways of knowing, often rendering them valueless and inconsequential. This proposed edited volume acknowledges the significance of decolonizing approaches to qualitative research in the Caribbean and the wider Caribbean diaspora. It includes an audience of scholars, teacher/ researchers and students primarily in and across the humanities, social sciences and educational studies. This proposed volume would provide much needed knowledge and best practice strategies to the community of researchers engaged in decolonizing methodologies. Additionally, this volume will allow readers to think of new imaginings of research design that deconstruct power and privilege to benefit knowledge, communities and participants. It will spark key objectives, directions and frameworks for deeper discussions and interrogations of normative, westernized and hegemonic approaches to qualitative research. Lastly, the volume will welcome empirical studies of application of decolonizing methodologies and theoretical studies that frame critical discourse.
Author: Marie-Claire Shanahan
Publisher: Taylor & Francis
ISBN: 1000608123
Category : Education
Languages : en
Pages : 279
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Book Description
The Learning Sciences in Conversation explores the unique pluralities, complex networks, and distinct approaches of the learning scientists of today. Focused on four key scholarly areas – transdisciplinarity, design, cognition, and technology – this cutting-edge volume draws on empirical and theoretical foundations to illustrate the directions, perspectives, methods, and questions that continue to define this evolving field. Contributions by researchers are put in dialogue with one another, offering an exemplary analysis of a field that synthesizes, in situ, various scholarly traditions and orientations to create a critical and heterogenous understanding of learning.
