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Author: Danielle Lillge
Publisher: Taylor & Francis
ISBN: 1000586502
Category : Education
Languages : en
Pages : 172
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Book Description
Challenges arise when teachers seek to enact socially just instruction while navigating social, classroom, and school dynamics. This research-based, field-tested text offers an accessible process for successfully negotiating these dynamics to identify consequential inroads for making positive educational change. With a focus on ELA instruction, but applicable to other content areas, Lillge’s clear framework offers a language for naming, and practical tools for navigating, those spaces where different frameworks for teaching and learning challenge teachers’ ability to act on their commitments to teach for justice. Throughout the book, readers meet teachers who show how they reframed challenges and identified opportunities to work with others within inequitable systems to enact more just and equitable teaching. These case studies in teachers’ own words allow readers to analyze how context and classroom culture influence teachers’ negotiation processes. Serving as more than thought-provoking exemplars of what to do, the case studies and spotlighted "application moments" also invite readers to reflect on their own negotiations in the fieldwork, classrooms, and professional learning communities where they teach and learn. Comprehensive and illuminating, this book is a vital resource for pre-service teachers, teacher educators, and novice teachers.
Author: Danielle Lillge
Publisher: Taylor & Francis
ISBN: 1000586502
Category : Education
Languages : en
Pages : 172
Get Book Here
Book Description
Challenges arise when teachers seek to enact socially just instruction while navigating social, classroom, and school dynamics. This research-based, field-tested text offers an accessible process for successfully negotiating these dynamics to identify consequential inroads for making positive educational change. With a focus on ELA instruction, but applicable to other content areas, Lillge’s clear framework offers a language for naming, and practical tools for navigating, those spaces where different frameworks for teaching and learning challenge teachers’ ability to act on their commitments to teach for justice. Throughout the book, readers meet teachers who show how they reframed challenges and identified opportunities to work with others within inequitable systems to enact more just and equitable teaching. These case studies in teachers’ own words allow readers to analyze how context and classroom culture influence teachers’ negotiation processes. Serving as more than thought-provoking exemplars of what to do, the case studies and spotlighted "application moments" also invite readers to reflect on their own negotiations in the fieldwork, classrooms, and professional learning communities where they teach and learn. Comprehensive and illuminating, this book is a vital resource for pre-service teachers, teacher educators, and novice teachers.
Author: Management Association, Information Resources
Publisher: IGI Global
ISBN: 1799877507
Category : Education
Languages : en
Pages : 1673
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Book Description
The issue of social justice has been brought to the forefront of society within recent years, and educational institutions have become an integral part of this critical conversation. Classroom settings are expected to take part in the promotion of inclusive practices and the development of culturally proficient environments that provide equal and effective education for all students regardless of race, gender, socio-economic status, and disability, as well as from all walks of life. The scope of these practices finds itself rooted in curriculum, teacher preparation, teaching practices, and pedagogy in all educational environments. Diversity within school administrations, teachers, and students has led to the need for socially just practices to become the norm for the progression and advancement of education worldwide. In a modern society that is fighting for the equal treatment of all individuals, the classroom must be a topic of discussion as it stands as a root of the problem and can be a major step in the right direction moving forward. Research Anthology on Instilling Social Justice in the Classroom is a comprehensive reference source that provides an overview of social justice and its role in education ranging from concepts and theories for inclusivity, tools, and technologies for teaching diverse students, and the implications of having culturally competent and diverse classrooms. The chapters dive deeper into the curriculum choices, teaching theories, and student experience as teachers strive to instill social justice learning methods within their classrooms. These topics span a wide range of subjects from STEM to language arts, and within all types of climates: PK-12, higher education, online or in-person instruction, and classrooms across the globe. This book is ideal for in-service and preservice teachers, administrators, social justice researchers, practitioners, stakeholders, researchers, academicians, and students interested in how social justice is currently being implemented in all aspects of education.
Author: Jill Jacobs
Publisher: Jewish Lights Publishing
ISBN: 1580234259
Category : Political Science
Languages : en
Pages : 290
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Book Description
Confront the most pressing issues of twenty-first-century America in this fascinating book, which brings together classical Jewish sources, contemporary policy debate and real-life stories.
Author: Natalie Wexler
Publisher: Penguin
ISBN: 0735213569
Category : Education
Languages : en
Pages : 354
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Book Description
The untold story of the root cause of America's education crisis--and the seemingly endless cycle of multigenerational poverty. It was only after years within the education reform movement that Natalie Wexler stumbled across a hidden explanation for our country's frustrating lack of progress when it comes to providing every child with a quality education. The problem wasn't one of the usual scapegoats: lazy teachers, shoddy facilities, lack of accountability. It was something no one was talking about: the elementary school curriculum's intense focus on decontextualized reading comprehension "skills" at the expense of actual knowledge. In the tradition of Dale Russakoff's The Prize and Dana Goldstein's The Teacher Wars, Wexler brings together history, research, and compelling characters to pull back the curtain on this fundamental flaw in our education system--one that fellow reformers, journalists, and policymakers have long overlooked, and of which the general public, including many parents, remains unaware. But The Knowledge Gap isn't just a story of what schools have gotten so wrong--it also follows innovative educators who are in the process of shedding their deeply ingrained habits, and describes the rewards that have come along: students who are not only excited to learn but are also acquiring the knowledge and vocabulary that will enable them to succeed. If we truly want to fix our education system and unlock the potential of our neediest children, we have no choice but to pay attention.
Author: Netta Avineri
Publisher: Routledge
ISBN: 1351631403
Category : Language Arts & Disciplines
Languages : en
Pages : 248
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Book Description
From bilingual education and racial epithets to gendered pronouns and immigration discourses, language is a central concern in contemporary conversations and controversies surrounding social inequality. Developed as a collaborative effort by members of the American Anthropological Association’s Language and Social Justice Task Force, this innovative volume synthesizes scholarly insights on the relationship between patterns of communication and the creation of more just societies. Using case studies by leading and emergent scholars and practitioners written especially for undergraduate audiences, the book is ideal for introductory courses on social justice in linguistics and anthropology.
Author: Bill Bigelow
Publisher: Rethinking Schools
ISBN: 0942961277
Category : Education
Languages : en
Pages : 255
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Book Description
Readings, resources, lesson plans, and reproducible student handouts aimed at teaching students to question the traditional ideas and images that interfere with social justice and community building.
Author: Briana Marie Hinga
Publisher:
ISBN: 9781321367485
Category :
Languages : en
Pages : 169
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Book Description
Typical high school ELA instruction fails to break the deeply rooted cycle of inequality in the United States. Within democratic and social justice traditions, a variety of theoretical frameworks promote equitable learning opportunities for nondominant youth. This dissertation synthesizes such frameworks to paint a more vivid picture of how to create high school English Language Arts (ELA) instruction for social justice and democracy than when frameworks are presented independently. The synthesis also highlights a need for a better understanding of how to design and evaluate education for social justice and democracy. Subsequently, the dissertation draws upon the wealth of knowledge on how to create equitable and effective ELA instruction to design high school ELA instruction through the lens of democracy, social justice, and Cultural Historical Activity Theory. A partnership between the author of this dissertation, a high school ELA teacher, and two of her 10th grade ELA classes (n = 58 mostly low-income, Latina/o students) completed the study in partnership. A Social Design Experiment provided the model for the process. The study provides an example of how to design ELA instruction that fosters democracy, social justice, and expansive learning within a public school classroom accountable to standardized processes and assessments. Contradictions and synergies between theoretical understandings of democracy, social justice, Cultural Historical Learning Theory, and standards based practices are brought to light to inform both theory and practice. Findings pose questions for educators to consider. Bounds on the potential for expansive learning in practice, inform the need for Cultural Historical Activity Theory to account for power to understand diversity in development within a system. The study also compares student development across fairly standardized instruction versus a Social Design Experiment. Students earn higher academic literacy scores, engage more actively in class, and form a more supportive community during the Social Design Experiment.
Author: Jill Jacobs
Publisher: Jewish Lights Publishing
ISBN: 1580234534
Category : Law
Languages : en
Pages : 290
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Book Description
Jewish tradition compels us to protect the poorest, weakest and most vulnerable among us. But discerning how to make meaningful and effective change through social justice work-whether in community or on your own-is not always easy.
Author: LaNitra Berger
Publisher:
ISBN: 9781942719342
Category :
Languages : en
Pages :
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Book Description
Social Justice and International Education: Research, Practice, and Perspectives brings together a group of educators, scholars, and practitioners in the field of international education who are doing important and innovative work promoting social justice, confronting inequality, and fostering social responsibility in a global context. The book does not operate on a singular definition of social justice; rather, the authors describe their own working definition and how it has guided their international education work. Divided into three parts, the book explores social justice research, social justice in practice, and different perspectives from practitioners across the field.
Author: Gavin Kitching
Publisher: Penn State Press
ISBN: 9780271040509
Category : Law
Languages : en
Pages : 366
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Book Description
Unusual coming from a leftist perspective, this book argues that those who care for social justice should seek more globalization and not try to prevent its development or roll it back.
