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Author: Daniel P. Richards
Publisher: Utah State University Press
ISBN: 1607329980
Category : Language Arts & Disciplines
Languages : en
Pages : 306
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Book Description
On Teacher Neutrality explores the consequences of ideological arguments about teacher neutrality in the context of higher education. It is the first edited collection to focus exclusively on this contentious concept, emphasizing the practical possibilities and impossibilities of neutrality in the teaching of writing, the deployment of neutrality as a political motif in the public discourse shaping policy in higher education, and the performativity of individual instructors in a variety of institutional contexts. The collection provides clarity on the contours around defining “neutrality,” depth in understanding how neutrality operates differently in various institutional settings, and nuance in the levels and degrees of neutrality—or what is meant by it—in the teaching of writing. Higher education itself and its stakeholders are continually exploring the role of teachers in the classroom and the extent to which it is possible or ethical to engage in neutrality. Amplifying voices from teachers in underrepresented positions and institutions in discussions of teacher ideology, On Teacher Neutrality shapes the discourse around these topics both within the writing classroom and throughout higher education. The book offers a rich array of practices, pedagogies, and theories that will help ground instructors and posits a way forward toward better dialogue and connections with the various stakeholders of higher education in the United States. Contributors: Tristan Abbott, Kelly Blewett, Meaghan Brewer, Christopher Michael Brown, Chad Chisholm, Jessica Clements, Jason C. Evans, Heather Fester, Romeo García, Yndalecio Isaac Hinojosa, Mara Holt, Erika Johnson, Tawny LeBouef Tullia, Lauren F. Lichty, Adam Pacton, Daniel P. Richards, Patricia Roberts-Miller, Karen Rosenberg, Allison L. Rowland, Robert Samuels, David P. Stubblefield, Jennifer Thomas, John Trimbur
Author: Daniel P. Richards
Publisher: Utah State University Press
ISBN: 1607329980
Category : Language Arts & Disciplines
Languages : en
Pages : 306
Get Book Here
Book Description
On Teacher Neutrality explores the consequences of ideological arguments about teacher neutrality in the context of higher education. It is the first edited collection to focus exclusively on this contentious concept, emphasizing the practical possibilities and impossibilities of neutrality in the teaching of writing, the deployment of neutrality as a political motif in the public discourse shaping policy in higher education, and the performativity of individual instructors in a variety of institutional contexts. The collection provides clarity on the contours around defining “neutrality,” depth in understanding how neutrality operates differently in various institutional settings, and nuance in the levels and degrees of neutrality—or what is meant by it—in the teaching of writing. Higher education itself and its stakeholders are continually exploring the role of teachers in the classroom and the extent to which it is possible or ethical to engage in neutrality. Amplifying voices from teachers in underrepresented positions and institutions in discussions of teacher ideology, On Teacher Neutrality shapes the discourse around these topics both within the writing classroom and throughout higher education. The book offers a rich array of practices, pedagogies, and theories that will help ground instructors and posits a way forward toward better dialogue and connections with the various stakeholders of higher education in the United States. Contributors: Tristan Abbott, Kelly Blewett, Meaghan Brewer, Christopher Michael Brown, Chad Chisholm, Jessica Clements, Jason C. Evans, Heather Fester, Romeo García, Yndalecio Isaac Hinojosa, Mara Holt, Erika Johnson, Tawny LeBouef Tullia, Lauren F. Lichty, Adam Pacton, Daniel P. Richards, Patricia Roberts-Miller, Karen Rosenberg, Allison L. Rowland, Robert Samuels, David P. Stubblefield, Jennifer Thomas, John Trimbur
Author: Daniel P. Richards
Publisher: University Press of Colorado
ISBN: 1607329999
Category : Language Arts & Disciplines
Languages : en
Pages : 306
Get Book Here
Book Description
On Teacher Neutrality explores the consequences of ideological arguments about teacher neutrality in the context of higher education. It is the first edited collection to focus exclusively on this contentious concept, emphasizing the practical possibilities and impossibilities of neutrality in the teaching of writing, the deployment of neutrality as a political motif in the public discourse shaping policy in higher education, and the performativity of individual instructors in a variety of institutional contexts. The collection provides clarity on the contours around defining “neutrality,” depth in understanding how neutrality operates differently in various institutional settings, and nuance in the levels and degrees of neutrality—or what is meant by it—in the teaching of writing. Higher education itself and its stakeholders are continually exploring the role of teachers in the classroom and the extent to which it is possible or ethical to engage in neutrality. Amplifying voices from teachers in underrepresented positions and institutions in discussions of teacher ideology, On Teacher Neutrality shapes the discourse around these topics both within the writing classroom and throughout higher education. The book offers a rich array of practices, pedagogies, and theories that will help ground instructors and posits a way forward toward better dialogue and connections with the various stakeholders of higher education in the United States. Contributors: Tristan Abbott, Kelly Blewett, Meaghan Brewer, Christopher Michael Brown, Chad Chisholm, Jessica Clements, Jason C. Evans, Heather Fester, Romeo García, Yndalecio Isaac Hinojosa, Mara Holt, Erika Johnson, Tawny LeBouef Tullia, Lauren F. Lichty, Adam Pacton, Daniel P. Richards, Patricia Roberts-Miller, Karen Rosenberg, Allison L. Rowland, Robert Samuels, David P. Stubblefield, Jennifer Thomas, John Trimbur
Author: Lilia I. Bartolomé
Publisher: Peter Lang
ISBN: 9780820497044
Category : Education
Languages : en
Pages : 328
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Book Description
Exposes the invisible yet pervasive nature of oppressive dominant ideologies, the urgent need to articulate their existence, and the harmful impact they have on education. The solutions to many of the educational challenges facing subordinated students are not purely technical or methodological in nature, but are instead rooted in commonly unacknowledged discriminatory ideologies and practices. The invisible foundation, hegemonic ideologies that inform our perceptions and treatment of subordinated students, needs to be made explicit and studied critically in order to comprehend the challenges presented in minority education, and possible solutions, more accurately. Confronts the continuing existence and vigorous resurgence of not-easily-named discriminatory perspectives toward students from subordinated cultural groups, as well as their numerous manifestations in schools, and identifies the measures necessary to neutralize unequal material conditions and biased beliefs. From publisher description.
Author: Howard Zinn
Publisher: Beacon Press
ISBN: 0807045020
Category : Biography & Autobiography
Languages : en
Pages : 269
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Book Description
If you’re both overcome and angered by the atrocities of our time, this will inspire a “new generation of activists and ordinary people who search for hope in the darkness” (Keeanga-Yamahtta Taylor). Is change possible? Where will it come from? Can we actually make a difference? How do we remain hopeful? Howard Zinn—activist, historian, and author of A People’s History of the United States—was a participant in and chronicler of some of the landmark struggles for racial and economic justice in US history. In his memoir, You Can’t Be Neutral on a Moving Train, Zinn reflects on more than thirty years of fighting for social change, from his teenage years as a laborer in Brooklyn to teaching at Spelman College, where he emerged in the civil rights movement as a powerful voice for justice. A former bombardier in World War II, he later became an outspoken antiwar activist, spirited protestor, and champion of civil disobedience. Throughout his life, Zinn was unwavering in his belief that “small acts, when multiplied by millions of people, can transform the world.” With a foreword from activist and scholar Keeanga-Yamahtta Taylor, this revised edition will inspire a new generation of readers to believe that change is possible.
Author: Alyssa Hadley Dunn
Publisher: Teachers College Press
ISBN: 0807780669
Category : Education
Languages : en
Pages : 241
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Book Description
What should teachers do on the days after major events, tragedies, and traumas, especially when injustice is involved? This beautifully written book features teacher narratives and youth-authored student spotlights that reveal what classrooms do and can look like in the wake of these critical moments. Dunn incisively argues for the importance of equitable commitments, humanizing dialogue, sociopolitical awareness, and a rejection of so-called pedagogical neutrality across all grade levels and content areas. By highlighting the voices of teachers who are pushing beyond their concerns and fears about teaching for equity and justice, readers see how these educators address negative reactions from parents and administrators, welcome all student viewpoints, and negotiate their own feelings. These inspiring stories come from diverse areas such as urban New York, rural Georgia, and suburban Michigan, from both public and private schools, and from classrooms with both novice and veteran teachers. Teaching on Days After can be used to support current classroom teachers and to better structure teacher education to help preservice teachers think ahead to their future classrooms. Book Features: Narratives from teachers and students that represent a diverse range of identities, locations, grade levels, and content areas.Examples of days after that teachers remember, including 9/11, elections, natural disasters, gun violence, police brutality, social uprisings, Supreme Court decisions, immigration policies, and more.Examples of days after that K–12 and college-aged students remember, including what their teachers did and didn’t do and how they experienced these moments.
Author: Paul Orlowski
Publisher: Springer Science & Business Media
ISBN: 9400714181
Category : Education
Languages : en
Pages : 220
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Book Description
Political progressives in Canada and the United States are deeply concerned by the manner in which their countries treat their poor. They are dismayed at the dismantling of the social welfare state, the weakening of public education systems and the grotesque and ever-growing inequality of wealth. To remedy this problem, citizens need to be more aware of how political ideology influences attitudes and actions, and they need to better comprehend the effects of hegemonic discourses in the corporate media and school curriculum. This book informs educators how to develop context-specific pedagogy that will help achieve a more enlightened citizenry and, as a result, a stronger democracy. Teaching about Hegemony: Race, Class and Democracy in the 21st Century promotes a progressive agenda for teaching that is rooted in critical pedagogy, it explains why ideological critique is necessary in raising political consciousness, it deconstructs white, middle-class hegemony in the formal school curriculum, and it examines corporate media and school curriculum as hegemonic devices. It also covers recent theory and research about race, class and democracy and how best to teach about these topics. Combining theory and sociological research with pedagogical approaches and classroom narratives, this book is fundamental for progressive educators interested in developing a politically conscious, progressive and active citizenry hungry for a stronger civil society.
Author: Susan Gushee O'Malley
Publisher: SUNY Press
ISBN: 9780791403563
Category : Education
Languages : en
Pages : 380
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Book Description
This book brings together thirty of the best essays from Radical Teacher. The journal is devoted to feminist and socialist approaches to teachingto showing teachers how to democratize the classroom and empower students. The articles included here have been chosen for their continuing usefulness to school and college teachers with emphasis on critical pedagogy as well as radical course content. These essays provide not only a wealth of ideas for teachers already involved in radical education but also an accessible, readable, and wide-ranging introduction for those new to it.
Author: Henry A. Giroux
Publisher: A&C Black
ISBN: 1441116222
Category : Education
Languages : en
Pages : 98
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Book Description
Author: Roland Barthes
Publisher: Columbia University Press
ISBN: 9780231134040
Category : Philosophy
Languages : en
Pages : 322
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Book Description
Lecture course at the College de France (1977-1978).
Author: Jonathan Zimmerman
Publisher: University of Chicago Press
ISBN: 022645634X
Category : Education
Languages : en
Pages : 129
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Book Description
From the fights about the teaching of evolution to the details of sex education, it may seem like American schools are hotbeds of controversy. But as Jonathan Zimmerman and Emily Robertson show in this insightful book, it is precisely because such topics are so inflammatory outside school walls that they are so commonly avoided within them. And this, they argue, is a tremendous disservice to our students. Armed with a detailed history of the development of American educational policy and norms and a clear philosophical analysis of the value of contention in public discourse, they show that one of the best things American schools should do is face controversial topics dead on, right in their classrooms. Zimmerman and Robertson highlight an aspect of American politics that we know all too well: We are terrible at having informed, reasonable debates. We opt instead to hurl insults and accusations at one another or, worse, sit in silence and privately ridicule the other side. Wouldn’t an educational system that focuses on how to have such debates in civil and mutually respectful ways improve our public culture and help us overcome the political impasses that plague us today? To realize such a system, the authors argue that we need to not only better prepare our educators for the teaching of hot-button issues, but also provide them the professional autonomy and legal protection to do so. And we need to know exactly what constitutes a controversy, which is itself a controversial issue. The existence of climate change, for instance, should not be subject to discussion in schools: scientists overwhelmingly agree that it exists. How we prioritize it against other needs, such as economic growth, however—that is worth a debate. With clarity and common-sense wisdom, Zimmerman and Robertson show that our squeamishness over controversy in the classroom has left our students woefully underserved as future citizens. But they also show that we can fix it: if we all just agree to disagree, in an atmosphere of mutual respect.
