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Author: Joyce E. King
Publisher: Routledge
ISBN: 1134705271
Category : Education
Languages : en
Pages : 269
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Book Description
What kind of social studies knowledge can stimulate a critical and ethical dialog with the past and present? "Re-Membering" History in Student and Teacher Learning answers this question by explaining and illustrating a process of historical recovery that merges Afrocentric theory and principles of culturally informed curricular practice to reconnect multiple knowledge bases and experiences. In the case studies presented, K-12 practitioners, teacher educators, preservice teachers, and parents use this praxis to produce and then study the use of democratized student texts; they step outside of reproducing standard school experiences to engage in conscious inquiry about their shared present as a continuance of a shared past. This volume exemplifies not only why instructional materials—including most so-called multicultural materials—obstruct democratized knowledge, but also takes the next step to construct and then study how "re-membered" student texts can be used. Case study findings reveal improved student outcomes, enhanced relationships between teachers and families and teachers and students, and a closer connection for children and adults to their heritage.
Author: Joyce E. King
Publisher: Routledge
ISBN: 1134705271
Category : Education
Languages : en
Pages : 269
Get Book Here
Book Description
What kind of social studies knowledge can stimulate a critical and ethical dialog with the past and present? "Re-Membering" History in Student and Teacher Learning answers this question by explaining and illustrating a process of historical recovery that merges Afrocentric theory and principles of culturally informed curricular practice to reconnect multiple knowledge bases and experiences. In the case studies presented, K-12 practitioners, teacher educators, preservice teachers, and parents use this praxis to produce and then study the use of democratized student texts; they step outside of reproducing standard school experiences to engage in conscious inquiry about their shared present as a continuance of a shared past. This volume exemplifies not only why instructional materials—including most so-called multicultural materials—obstruct democratized knowledge, but also takes the next step to construct and then study how "re-membered" student texts can be used. Case study findings reveal improved student outcomes, enhanced relationships between teachers and families and teachers and students, and a closer connection for children and adults to their heritage.
Author: Joyce E. King
Publisher: Routledge
ISBN: 1317445015
Category : Education
Languages : en
Pages : 187
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Book Description
The Afrocentric Praxis of Teaching for Freedom explains and illustrates how an African worldview, as a platform for culture-based teaching and learning, helps educators to retrieve African heritage and cultural knowledge which have been historically discounted and decoupled from teaching and learning. The book has three objectives: To exemplify how each of the emancipatory pedagogies it delineates and demonstrates is supported by African worldview concepts and parallel knowledge, general understandings, values, and claims that are produced by that worldview To make African Diasporan cultural connections visible in the curriculum through numerous examples of cultural continuities––seen in the actions of Diasporan groups and individuals––that consistently exhibit an African worldview or cultural framework To provide teachers with content drawn from Africa’s legacy to humanity as a model for locating all students––and the cultures and groups they represent––as subjects in the curriculum and pedagogy of schooling This book expands the Afrocentric praxis presented in the authors’ "Re-membering" History in Teacher and Student Learning by combining "re-membered" (democratized) historical content with emancipatory pedagogies that are connected to an African cultural platform.
Author: Joyce E. King
Publisher: Routledge
ISBN: 1134705344
Category : Education
Languages : en
Pages : 275
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Book Description
What kind of social studies knowledge can stimulate a critical and ethical dialog with the past and present? "Re-Membering" History in Student and Teacher Learning answers this question by explaining and illustrating a process of historical recovery that merges Afrocentric theory and principles of culturally informed curricular practice to reconnect multiple knowledge bases and experiences. In the case studies presented, K-12 practitioners, teacher educators, preservice teachers, and parents use this praxis to produce and then study the use of democratized student texts; they step outside of reproducing standard school experiences to engage in conscious inquiry about their shared present as a continuance of a shared past. This volume exemplifies not only why instructional materials—including most so-called multicultural materials—obstruct democratized knowledge, but also takes the next step to construct and then study how "re-membered" student texts can be used. Case study findings reveal improved student outcomes, enhanced relationships between teachers and families and teachers and students, and a closer connection for children and adults to their heritage.
Author: Stephen Brookfield
Publisher: McGraw-Hill Education (UK)
ISBN: 033520161X
Category : Education
Languages : en
Pages : 218
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Book Description
This book is written for all university and college teachers interested in experimenting with discussion methods in their classrooms. Discussion as a Way of Teaching is a book full of ideas, techniques, and usable suggestions on: * How to prepare students and teachers to participate in discussion * How to get discussions started * How to keep discussions going * How to ensure that teachers' and students' voices are kept in some sort of balance It considers the influence of factors of race, class and gender on discussion groups and argues that teachers need to intervene to prevent patterns of inequity present in the wider society automatically reproducing themselves inside the discussion-based classroom. It also grounds the evaluation of discussions in the multiple subjectivities of students' perceptions. An invaluable and helpful resource for university and college teachers who use, or are thinking of using, discussion approaches.
Author: Lamar L. Johnson
Publisher: Lexington Books
ISBN: 1498583962
Category : Education
Languages : en
Pages : 209
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Book Description
This book demonstrates the application of African Diaspora Literacy in K–12 schools and teacher education programs. The book emerged from a four-week Fulbright-Hays Group Abroad project to Cameroon, West Africa, which was focused on African Diaspora Literacy. The project was guided by the African principle of “Ubuntu” (I am because we are). The 15-member team was comprised of eight faculty members (representing five universities—Benedict College, Michigan State University, South Carolina State University, South University, and the University of South Carolina), one community member, two K–12 administrators, and four K–12 teachers from high need schools. The inclusion of such a diverse group of participants in the Kamtok project (e.g., professors, K–12 teachers, community members) lent itself to producing rich data that captured both the intellectual scholarship and layperson’s experience with equilateral consideration. The purpose of the project was to gain firsthand knowledge, artifacts, documents, experiences, and resources to be used in the development, implementation, and dissemination of curricula to be used in K–12 schools and university classrooms to more effectively prepare educators to teach African American students. Focusing specifically on the language, history, politics, economics, religion, and cultural traditions of people in the African Diaspora (e.g, U.S., Africa, Caribbean, the Americas, Europe, Asia), this book illuminates critical information typically missing from K–12 schools and teacher education, and English curricula. Chapters are written by scholars from Cameroons as well as those from the U.S. The book represents a lovely compilation of application, theory, and research. The book explores how African Diaspora Literacy can be used to heal the endemic physical, symbolic, linguistic, curricula, pedagogical, and system violence that African American children and youth experience in schools and in society.
Author: Greg Wiggan
Publisher: Springer
ISBN: 9463004416
Category : Education
Languages : en
Pages : 141
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Book Description
"This book auto-ethnographically explores the experiences of students and teachers both locally and globally, while addressing the critical intersection of race, class, and gender in education. It explores diversity perspectives on schools and society in Japan, the United States, Bahamas, and Jamaica in regards to living and attending schools in a foreign country; being an international minority student in the U.S.; and being a minority teacher in U.S. public schools. In doing so, the book addresses minority experiences as it seeks to promote agency and advocacy for the underserved both locally and globally, and making the world more humane and inclusive through education. It acknowledges that we live in a global society, and as such, we must become global citizens and ambassadors of the world in which we live. Greg Wiggan is an Associate Professor of Urban Education, Adjunct Associate Professor of Sociology, and Affiliate Faculty Member of Africana Studies at the University of North Carolina at Charlotte. His research addresses urban education and urban sociology in the context of school processes that promote high achievement among African American students and other underserved minority student populations. In doing so, his research also examines the broader connections between the history of urbanization, globalization processes and the internationalization of education in urban schools. His books include: Global Issues in Education: Pedagogy, Policy, Practice, and the Minority Experience; Education in a Strange Land: Globalization, Urbanization, and Urban Schools – The Social and Educational Implications of the Geopolitical Economy; Curriculum Violence: America’s new Civil Rights Issue; Education for the New Frontier: Race, Education and Triumph in Jim Crow America (1867–1945); Following the Northern Star: Caribbean Identities and Education in North American Schools; Unshackled: Education for Freedom, Student Achievement and Personal Emancipation; In Search of a Canon: European History and the Imperialist State; and Last of the Black Titans: The Role of Historically Black Colleges and Universities in the 21st Century.
Author: Joyce E. King
Publisher: Routledge
ISBN: 1317509749
Category : Education
Languages : en
Pages : 317
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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: J. Roth
Publisher: Springer
ISBN: 1349660191
Category : Religion
Languages : en
Pages : 2898
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Book Description
Focused on 'The Holocaust in an Age of Genocide', Remembering for the Future brings together the work of nearly 200 scholars from more than 30 countries and features cutting-edge scholarship across a range of disciplines, amounting to the most extensive and powerful reassessment of the Holocaust ever undertaken. In addition to its international scope, the project emphasizes that varied disciplinary perspectives are needed to analyze and to check the genocidal forces that have made the Twentieth century so deadly. Historians and ethicists, psychologists and literary scholars, political scientists and theologians, sociologists and philosophers - all of these, and more, bring their expertise to bear on the Holocaust and genocide. Their contributions show the new discoveries that are being made and the distinctive approaches that are being developed in the study of genocide, focusing both on archival and oral evidence, and on the religious and cultural representation of the Holocaust.
Author: Steven High
Publisher: University of Toronto Press
ISBN: 1442666595
Category : History
Languages : en
Pages : 374
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Book Description
Remembering Mass Violence breaks new ground in oral history, new media, and performance studies by exploring what is at stake when we attempt to represent war, genocide, and other violations of human rights in a variety of creative works. A model of community-university collaboration, it includes contributions from scholars in a wide range of disciplines, survivors of mass violence, and performers and artists who have created works based on these events. This anthology is global in focus, with essays on Africa, Asia, Europe, Latin America, and North America. At its core is a productive tension between public and private memory, a dialogue between autobiography and biography, and between individual experience and societal transformation. Remembering Mass Violence will appeal to oral historians, digital practitioners and performance-based artists around the world, as well researchers and activists involved in human rights research, migration studies, and genocide studies.
Author: Maria Todorova
Publisher: Central European University Press
ISBN: 9633860342
Category : History
Languages : en
Pages : 641
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Book Description
Remembering Communism examines the formation and transformation of the memory of communism in the post-communist period. The majority of the articles focus on memory practices in the post-Stalinist era in Bulgaria and Romania, with occasional references to the cases of Poland and the GDR. Based on an interdisciplinary approach, including history, anthropology, cultural studies and sociology, the volume examines the mechanisms and processes that influence, determine and mint the private and public memory of communism in the post-1989 era. The common denominator to all essays is the emphasis on the process of remembering in the present, and the modalities by means of which the present perspective shapes processes of remembering, including practices of commemoration and representation of the past.ÿ
