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Author: Paul C. Gorski
Publisher: Rowman & Littlefield
ISBN: 1475824912
Category : Poetry
Languages : en
Pages : 228
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Book Description
As schools grow more and more vulnerable to the whims of profiteers and, as a result, become less and less a sacred public space of learning and justice, the voices of everyday educators and students are increasingly marginalized. This is the tyranny of neoliberal school reform: silence the people who know education, the people committed to equity and justice, and elevate the voices and desires of the privileged few whose knowledge of education is peripheral and profit-driven. Talking Back and Moving Forward: An Education Revolution in Poetry and Prose is a collective response to this tyranny, a collecting rallying cry for reclaiming our schools. It is a chorus of voices from teachers, educators, and educational justice advocates who refuse to be silenced—who are standing up and responding to the imposition of damaging school reform initiatives. Unconfined by the conventions of the traditional scholarly voice, the contributors use poetry, memoir, short stories, and photography, choosing the expressions that most effectively capture their experiences and their demands for educational and social justice.
Author: Miranda Paul
Publisher: Clarion Books
ISBN: 035814096X
Category : JUVENILE FICTION
Languages : en
Pages : 43
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Book Description
Illustrations and easy-to-read, rhyming text encourage the reader to speak up about everything from their own name being mispronounced to someone bring a weapon to school. Includes author's note about real people who have found their voices, when to speak up, and how to express oneself without speaking.
Author: Paul C. Gorski
Publisher: Rowman & Littlefield
ISBN: 1475824912
Category : Poetry
Languages : en
Pages : 228
Get Book
Book Description
As schools grow more and more vulnerable to the whims of profiteers and, as a result, become less and less a sacred public space of learning and justice, the voices of everyday educators and students are increasingly marginalized. This is the tyranny of neoliberal school reform: silence the people who know education, the people committed to equity and justice, and elevate the voices and desires of the privileged few whose knowledge of education is peripheral and profit-driven. Talking Back and Moving Forward: An Education Revolution in Poetry and Prose is a collective response to this tyranny, a collecting rallying cry for reclaiming our schools. It is a chorus of voices from teachers, educators, and educational justice advocates who refuse to be silenced—who are standing up and responding to the imposition of damaging school reform initiatives. Unconfined by the conventions of the traditional scholarly voice, the contributors use poetry, memoir, short stories, and photography, choosing the expressions that most effectively capture their experiences and their demands for educational and social justice.
Author: Peter Kulchyski
Publisher: UBC Press
ISBN: 0774855525
Category : Social Science
Languages : en
Pages : 336
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Book Description
Kiumajut [Talking Back]: Game Management and Inuit Rights 1900-70 examines Inuit relations with the Canadian state, with a particular focus on two interrelated issues. The first is how a deeply flawed set of scientific practices for counting animal populations led policymakers to develop policies and laws intended to curtail the activities of Inuit hunters. Animal management informed by this knowledge became a justification for attempts to educate and, ultimately, to regulate Inuit hunters. The second issue is Inuit responses to the emerging regime of government intervention. The authors look closely at resulting court cases and rulings, as well as Inuit petitions. The activities of the first Inuit community council are also examined in exploring how Inuit began to "talk back" to the Canadian state.
Author: Rosalind Gill
Publisher: Springer
ISBN: 3030106535
Category : Social Science
Languages : en
Pages : 402
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Book Description
Creative hubs have become a cornerstone of economic and cultural policy with only the barest amount of discussion or scrutiny. This volume offers the first interrogation of creative hubs, with ground-breaking critical writing from a combination of established scholars and new voices. Looking across multiple sites trans-nationally, and combining theoretical and empirical reflections, it asks: what are creative hubs, why do they matter, and are they making the world a better place? Creative Hubs in Question discusses creative hubs in relation to debates about creative cities, co-working spaces and workers' co-operatives. Featuring case studies from Argentina to the Netherlands, and Nigeria to the UK, the contributions address how hubs are situated in relation to projects of equality and social justice, and whether and in what ways they change the experiences of the creatives who work in them. Drawing on a range of disciplinary perspectives including sociology, geography, economics, media and communications, culture and creative industries, critical policy studies, gender studies, race and ethnicity, and urban studies, this collection will be of interest to policy makers, academics, scholars, students and practitioners across these fields.
Author: Maisha T. Winn
Publisher: Teachers College Press
ISBN: 0807778346
Category : Education
Languages : en
Pages : 251
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Book Description
This original account is based on the author’s experiences with incarcerated girls participating in Girl Time, a program created by a theatre company that conducts playwriting and performance workshops in youth detention centers. In addition to examining the lives of these and other formerly incarcerated girls, Girl Time shares the stories of educators who dare to teach children who have been “thrown away” by their schools and society. The girls, primarily African American teens, write their own plays, learn ensemble-building techniques, explore societal themes, and engage in self analysis as they prepare for a final performance. The book describes some of the girls and their experiences in the program, examines the implications of the school-to-prison pipeline, and offers ways for young girls to avoid incarceration. Readers will learn how the lived experiences of incarcerated girls can inform their teaching in public school classrooms and the teaching of literacy as a civil and human right. “Winn brings to mind theories of play and performance that rarely enter the professional preparation for teachers at the secondary level.” —Shirley Brice Heath, Stanford University “In the brilliant hands of Maisha T. Winn, Girl Time harvests seeds and stories about girls living in juvenile settings. . . . Penned in the ink of love, awe, despair, and dignity, the volume swings between documentary and possibility.” —From the Afterword by Michelle Fine, Graduate Center, CUNY
Author: T.M. Luhrmann
Publisher: Vintage
ISBN: 0307277275
Category : Religion
Languages : en
Pages : 466
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Book Description
A New York Times Notable Book A Kirkus Reviews Best Book of 2012 A bold approach to understanding the American evangelical experience from an anthropological and psychological perspective by one of the country's most prominent anthropologists. Through a series of intimate, illuminating interviews with various members of the Vineyard, an evangelical church with hundreds of congregations across the country, Tanya Luhrmann leaps into the heart of evangelical faith. Combined with scientific research that studies the effect that intensely practiced prayer can have on the mind, When God Talks Back examines how normal, sensible people—from college students to accountants to housewives, all functioning perfectly well within our society—can attest to having the signs and wonders of the supernatural become as quotidian and as ordinary as laundry. Astute, sensitive, and extraordinarily measured in its approach to the interface between science and religion, Luhrmann's book is sure to generate as much conversation as it will praise.
Author: David Nolan
Publisher: Anthem Press
ISBN: 1783087803
Category : Social Science
Languages : en
Pages : 243
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Book Description
Australian Media and the Politics of Belonging explores mediated debates about belonging in contemporary Australia by combining research that proposes conceptual and historical frameworks for understanding its meaning in the Australian context. A range of themes and case studies make the book a significant theoretical resource as well as a much-needed update on work in this area. Australian Media and the Politics of Belonging also provides an intervention that engages with key contemporary issues, questions and problems around the politics of belonging that are relevant not only to academic debate, but also to contemporary policy development and media and popular discussion.
Author: John T. Warren
Publisher: SAGE Publications
ISBN: 1483321703
Category : Language Arts & Disciplines
Languages : en
Pages : 296
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Book Description
Communication: A Critical/Cultural Introduction, Second Edition introduces communication, from intimate and interpersonal to the public and mediated, as cultural. Using contemporary critical theory, authors John T. Warren and Deanna L. Fassett focus on communication as advocacy—inherently influenced by culture, history and power. By situating communication concepts and theories within contemporary and engaging cultural scenes, the book is much more than a survey of ideas—it demonstrates the power of communication in our everyday lives.
Author: Alice Twemlow
Publisher: MIT Press
ISBN: 0262035987
Category : Design
Languages : en
Pages : 313
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Book Description
How product design criticism has rescued some products from the trash and consigned others to the landfill. Product design criticism operates at the very brink of the landfill site, salvaging some products with praise but consigning others to its depths through condemnation or indifference. When a designed product's usefulness is past, the public happily discards it to make room for the next new thing. Criticism rarely deals with how a product might be used, or not used, over time; it is more likely to play the enabler, encouraging our addiction to consumption. With Sifting the Trash, Alice Twemlow offers an especially timely reexamination of the history of product design criticism through the metaphors and actualities of the product as imminent junk and the consumer as junkie. Twemlow explores five key moments over the past sixty years of product design criticism. From the mid-1950s through the 1960s, for example, critics including Reyner Banham, Deborah Allen, and Richard Hamilton wrote about the ways people actually used design, and invented a new kind of criticism. At the 1970 International Design Conference in Aspen, environmental activists protested the design establishment's lack of political engagement. In the 1980s, left-leaning cultural critics introduced ideology to British design criticism. In the 1990s, dueling London exhibits offered alternative views of contemporary design. And in the early 2000s, professional critics were challenged by energetic design bloggers. Through the years, Twemlow shows, critics either sifted the trash and assigned value or attempted to detect, diagnose, and treat the sickness of a consumer society.
Author: Paul G. Fitchett
Publisher: Routledge
ISBN: 1351978578
Category : Education
Languages : en
Pages : 262
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Book Description
Social Studies in the New Education Policy Era is a series of compelling open-ended education policy dialogues among various social studies scholars and stakeholders. By facilitating conversations about the relationships among policy, practice, and research in social studies education, this collection illuminates various positions—some similar, some divergent—on contested issues in the field, from the effects of standardized curriculum and assessment mandates on K–12 teaching to the appropriate roles of social studies educators as public policy advocates. Chapter authors bring diverse professional experiences to the questions at hand, offering readers multiple perspectives from which to delve into well-informed discussions about social studies education in past, present, and future policy contexts. Collectively, their commentaries aim to inspire, challenge, and ultimately strengthen readers’ beliefs about the place of social studies in present and future education policy environments.
