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Author: Maria Hantzopoulos
Publisher: Teachers College Press
ISBN: 080775742X
Category : Education
Languages : en
Pages : 193
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Book Description
For many students in urban public schools, the routines of standards-based instruction and frequent testing remove the possibilities for sustained inquiry and critical engagement in school and with the larger world. Restoring Dignity in Public Schools demonstrates how urban public schools can create thriving, authentic centers of learning. Drawing from rich narratives of human rights education (HRE) in action, the author shows how school leaders can create an environment in which a culture of dignity, respect, tolerance, and democracy flourishes. The book examines the dynamics of HRE in practice, defines its constituent elements, and explains how these components work in tandem to produce schooling that encourages young people to critically interact with the world around them and imagine different alternatives for the future. This timely book provides a viable alternative to the currently favoured strategies of increased testing, privitization, and disciplinary control.
Author: Maria Hantzopoulos
Publisher: Teachers College Press
ISBN: 080775742X
Category : Education
Languages : en
Pages : 193
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Book Description
For many students in urban public schools, the routines of standards-based instruction and frequent testing remove the possibilities for sustained inquiry and critical engagement in school and with the larger world. Restoring Dignity in Public Schools demonstrates how urban public schools can create thriving, authentic centers of learning. Drawing from rich narratives of human rights education (HRE) in action, the author shows how school leaders can create an environment in which a culture of dignity, respect, tolerance, and democracy flourishes. The book examines the dynamics of HRE in practice, defines its constituent elements, and explains how these components work in tandem to produce schooling that encourages young people to critically interact with the world around them and imagine different alternatives for the future. This timely book provides a viable alternative to the currently favoured strategies of increased testing, privitization, and disciplinary control.
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: Joseph Polizzi
Publisher: Taylor & Francis
ISBN: 0429878796
Category : Education
Languages : en
Pages : 186
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Book Description
Drawing inspiration from Dr. Willi Schohaus’s classic text The Dark Places of Education, this book contributes to the discussion by defining suffering in schools and providing a survey of the American school system’s inadequacies in the early twenty-first century. Through testimonies from former students on the ways they experienced suffering in school, this volume demonstrates how suffering can profoundly affect one’s academic growth and development—or worse. By analyzing the findings within a multidisciplinary ethical and educational framework, this volume presents a moral vision for understanding the role that suffering plays in school. Drawing on research in medicine, psychology, social sciences, religion, and education, this text weaves together many strands of thinking about suffering. This book is essential reading for academics, researchers, and postgraduate students in the fields of educational leadership, foundations of education, and those interested in both the history of education and critical contemporary accounts of schooling.
Author: Scott D. Wurdinger
Publisher: Rowman & Littlefield
ISBN: 1475845839
Category : Education
Languages : en
Pages : 169
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Book Description
Educators of every kind such as school superintendents, principals, teachers, higher education practitioners, community organizers and even students will gain essential skills, resources and examples to encourage and support individual as well as collective empowerment from early childhood education through college in both traditional classrooms and in the broader community. Working toward the goal of empowering young people as active citizens, this collection of chapters presents voices from across the broad community of educators who share their successful individual work of methods and practices that empower young people to engage in their own agency. By using student centered practices in and out of the classroom, their stories demonstrate multiple ways to successfully achieve these ends. The book clearly and effectively presents these concepts: How to encourage self-directed learning; methods and examples of participatory practices and inquiry methods; strategies designing and supporting Problem Based Learning; models for civic engagement; organizing strategies; and practices related to Critical Race Theory. This collection can provide practitioners with strategies and skills that will encourage and develop self-confidence and self-direction in many arenas working together to create change in a democratic landscape as youth learn to use their power.
Author: Ronald W. Evans
Publisher: IAP
ISBN: 1648025668
Category : Education
Languages : en
Pages : 403
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Book Description
The Handbook on Teaching Social Issues, 2nd edition, provides teachers and teacher educators with a comprehensive guide to teaching social issues in the classroom. This second edition re-frames the teaching of social issues with a dedicated emphasis on issues of social justice. It raises the potential for a new and stronger focus on social issues instruction in schools. Contributors include many of the leading experts in the field of social studies education. Issues-centered social studies is an approach to teaching history, government, geography, economics and other subject related courses through a focus on persistent social issues. The emphasis is on problematic questions that need to be addressed and investigated in-depth to increase social understanding, active participation, and social progress. Questions or issues may address problems of the past, present, or future, and involve disagreement over facts, definitions, values, and beliefs arising in the study of any of the social studies disciplines, or other aspects of human affairs. The authors and editor believe that this approach should be at the heart of social studies instruction in schools. ENDORSEMENTS "At a time when even the world’s most stable democracies are backsliding towards autocratic rule, Ronald Evans has pulled together an essential guide for teachers who want to do something about it. The 2nd edition of the Handbook on Teaching Social Issues is a brilliant and timely collection that should be the constant companion for teachers across the disciplines." Joel Westheimer University Research Chair in Democracy and Education University of Ottawa "The Handbook on Teaching Social Issues (2nd edition) is a fantastic resource for teachers, teacher educators, and professional development specialists who are interested in ensuring that social issues are at the center of the curriculum. The chapters are focused on the most important contemporary thinking about what social issues are, why they are so important for young people to learn about, and what research indicates are the most effective pedagogical approaches. The wide-ranging theoretical and practical expertise of the editor and all of the chapter authors account for why this handbook makes such an exceptional contribution to our understanding of how and why the social issues approach is so important and stimulating." Diana Hess Dean, UW-Madison School of Education Karen A. Falk Distinguished Chair of Education "Democracy, both as a form of governance and a reservoir of principles and practices, faces an existential threat. The Handbook on Teaching Social Issues is a perfectly-timed and wonderfully engaging exploration of what lies at the heart of social studies curriculum: social inquiry for democratic life. The authors provide conceptual frames, classroom strategies and deep insights about the complex and utterly crucial work of education for democratic citizenship. Education like that conceptualized and described in this volume is a curative so needed at this critical moment. Ron Evans and his colleagues have delivered, assembling an outstanding set of contributions to the field. The Handbook underscores John Dewey's now-haunting invocation that democracy must be renewed with each generation and an education worthy of its name is the handmaiden of democratic rebirth." William Gaudelli Dean and Professor Lehigh University "This volume is so timely and relevant for democratic education. Instead of retreating to separate ideological corners, the authors in this handbook invite us to engage in deliberative discourse that requires civic reasoning and often requires us to meet in a place that serves us all." Gloria Ladson-Billings, Professor Emerita Department of Curriculum & Instruction University of Wisconsin President, National Academy of Education Fellow, AERA, AAAS, and Hagler Institute @ Texas A&M "At the heart of our divisive political and social climate is the need to understand and provide clarity over polarizing concepts. Historically, confusion and resistance has hindered the nation's growth as a democratic nation. Typically, the most vulnerable in our society has suffered the most from our unwillingness to reconceptualize society. The Handbook on Teaching Social Issues, 2nd edition, is a good step in helping social studies educators, students, and laypersons realize a new society that focuses on equity. With over 30 chapters, Ronald Evans and his colleagues' centered inquiry, critical thinking, controversy, and action to challenge ideologies and connect social studies to student's lives and the real world. The first edition helped me as a young social studies teacher; I am excited to use the 2nd edition with my teacher education students!" LaGarrett King Isabella Wade Lyda and Paul Lyda Professor of Education Founding Director, CARTER Center for K-12 Black history education University of Missouri "Ronald Evans has curated a collection of informative contributions that will serve as an indispensable resource for social studies educators committed to engaging their students in the thoughtful examination of social issues. The Handbook on Teaching Social Issues, 2nd edition, articulates the historical, definitional, and conceptual foundations of social issues education. It offers clear presentations of general guidelines for unit planning, discussion methods, and assessment. It identifies specific teaching strategies, resources, and sample lessons for investigating a range of persistent and contemporary social issues on the elementary, middle, and secondary levels through the social studies disciplines. Updated with perspectives on education for social justice that have emerged since the first edition, this edition effectively situates social issues education in the contemporary sociopolitical milieu. The Handbook on Teaching Social Issues, is a timely, accessible, and practical guide to involving students in a vital facet of citizenship in a democracy." William G. Wraga, Professor Dean’s Office Mary Frances Early College of Education University of Georgia "The Handbook on Teaching Social Issues, 2nd edition is a long-awaited, welcome, and timely volume. It is apparent that the foundational tenets of the first edition have served social studies professionals well over the past 25 years, given the growth of social issues scholarship showcased in this new edition. Notable is the re-framing and presentation here of scholarship through a social justice lens. I appreciate the offering of unique tools on an array of specific, critical topics that fill gaps in our pedagogical content knowledge. This volume will sit right alongside my dog-eared 1996 edition and fortify many methods courses, theses, and dissertations to come. Sincere thanks to the editor and authors for what I am certain will be an enduring, catalyzing contribution." Nancy C. Patterson Professor of Education Social Studies Content Area Coordinator Bowling Green State University "The Handbook on Teaching Social Issues is a tool that every informed social studies educator should have in their instructional repertoire. Helping students understand how to investigate and take action against problems is essential to developing a better world. The articles in this handbook provide explanations and reasonings behind issues-centered education as well as strategies to employ at every age level of learning. I look forward to using this edition with the K-12 social studies teachers in my district in order to better prepare our students for future learning and living." Kelli Hutt, Social Studies Curriculum Facilitator Dallas Center-Grimes CSD Grimes, Iowa "Ron Evans has chosen an appropriate time to create a companion publication to the first Handbook on Teaching Social Issues published in 1996. During the last few years, social studies teachers have been confronted by student inquiries on a plethora of historical and contemporary issues that implores for the implementation of an interdisciplinary approach to the teaching of anthropology, economics, geography, government, history, sociology, and psychology in order for students to make sense of the world around them and develop their own voices. This demands a student centered focus in the classroom where problematic questions must be addressed and investigated in depth in order to increase social understanding and active participation toward social progress. This volume provides crucial upgrades to the original handbook including a greater emphasis on teaching issues in the elementary grades, the inclusion of issues pertaining to human rights, genocide and sustainability to be addressed in the secondary grades, and addressing issues related to disabilities." Mark Previte, Associate Professor of Secondary Education University of Pittsburgh-Johnstown Chair, NCSS Issues Centered Education Community
Author: Nathern Okilwa
Publisher: Emerald Group Publishing
ISBN: 1787143422
Category : Education
Languages : en
Pages : 227
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Book Description
This edited volume focuses on the role that school climate and disciplinary practices have on the educational and social experiences of students of color.
Author: Rosa L. Rivera-McCutchen
Publisher: Teachers College Press
ISBN: 0807779601
Category : Education
Languages : en
Pages : 153
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Book Description
Educators often invoke the term care to describe why they entered the field and what compels them to continue. This book argues that care, as typically described and enacted, is not sufficient for leading schools, particularly those serving Black and Brown children. Instead, school leaders need to embrace radical care. Drawing from 20 years of researching and working in New York City public schools, Rosa Rivera-McCutchen outlines the five components of radical care: adopting an antiracist stance, cultivating authentic relationships, believing in students’ and teachers’ capacity for excellence, strategically leveraging power, and embracing a spirit of radical hope. To demonstrate practical strategies, the author shares vignettes from her personal experiences that exemplify each of the components. Calling for today’s school leaders to thoughtfully challenge existing structures that reproduce inequality, Radical Care offers a much-needed framework that will guide leadership practice with a sense of urgency and a spirit of hope. Book Features: Focuses on the school principal as critical catalyst for school transformation.Centers antiracism as essential to leadership practice.Includes practical strategies for navigating the sociopolitical and policy climate.Offers a roadmap for engaging teachers and staff in practicing radical care.
Author: Edmund C. Short
Publisher: Rowman & Littlefield
ISBN: 1475852622
Category : Education
Languages : en
Pages : 160
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Book Description
This book exhibits a collection of proposals for how school curriculum may be conceived, designed, and realized. These proposals are drawn from writers both past and present who have presented some particular vision of what curriculum could be like for Pre-K--12 schools and have sought to convince others to adopt their proposal for use in some actual school situation. The proposals differ from one another in a variety of ways, including in their purposes, their contents, and their perspectives, and thus pose a wealth of options for consideration by those who are planning to change their school curriculum to something new and more suitable for their particular clientele. Readers will need to weigh the appeal of various proposals presented here against criteria they have for locating an optimum model for their particular situation. The proposals selected for inclusion in this book address the whole of the curriculum–all levels, all subjects, all age-groups; they deal with entire program change rather than with incidental changes in content, program arrangements, teaching approaches, or other limited alterations. This book is intended to be a useful resource for those responsible for making decisions in a particular school or school district or at a broader policy-making level, about what the entire curriculum should be and should include. It draws attention to the work of many thoughtful persons who have dealt with the issue of what a coherent curriculum might be like and who, in some instances, have set up actual programs based on their ideas.
Author: T. Elijah Hawkes
Publisher: Rowman & Littlefield
ISBN: 1475863314
Category : Education
Languages : en
Pages : 263
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Book Description
These are challenging times for leaders who believe schools must teach history honestly, be laboratories of democracy, and honor differences while finding common cause. This book, grounded in two decades of work in diverse school settings, provides guidance to help us remain steadfast in the work. Racial justice: Beyond proclamations, how can school leaders reallocate resources to support substantive anti-racist school reforms? Democratic practice: How can school leaders who have significant authority in a hierarchical system wield their power in support of democracy? Restorative justice: With time in short supply, how can schools truly embrace restorative practice, which calls for slowing down to repair and prevent harm? Student activism: How can school leaders uphold rules while also supporting students who disrupt in the name of justice? Counter-extremism: White supremacist threats are a danger to our communities. How can school leaders carefully confront the extremism of these troubled times? Compelling stories drawn from contemporary school contexts help illuminate each of these questions in fine detail. Each chapter concludes with a list of concrete actions every school leader can take in pursuit of answers. Administrators, teacher leaders, and those who support school reform with justice in mind will find both practical guidance and inspiration.
Author: Sonya Douglass
Publisher: Routledge
ISBN: 1317397916
Category : Education
Languages : en
Pages : 380
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Book Description
In a context of increased politicization led by state and federal policymakers, corporate reformers, and for-profit educational organizations, The Politics of Education Policy in an Era of Inequality explores a new vision for leading schools grounded in culturally relevant advocacy and social justice theories. This timely volume tackles the origins and implications of growing accountability for educational leaders and reconsiders the role that educational leaders should and can play in education policy and political processes. This book provides a critical perspective and analysis of today’s education policy landscape and leadership practice; explores the challenges and opportunities associated with teaching in and leading schools; and examines the structural, political, and cultural interactions among school principals, district leaders, and state and federal policy actors. An important resource for practicing and aspiring leaders, The Politics of Education Policy in an Era of Inequality shares a theoretical framework and strategies for building bridges between education researchers, practitioners, and policymakers.
