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Author: Karin Ann Lewis
Publisher: IAP
ISBN: 1648027415
Category : Education
Languages : en
Pages : 419
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Book Description
Within the context of recent, and ongoing, plural pandemics such as COVID-19 up/ending lives, social and racial chaos and catastrophe, political pressures, and economic convulsions, The Kaleidoscope of Lived Curricula: Learning Through a Confluence of Crises offers a journey through a collection of scholarly reflective creative pieces--stories of lived curricula. Like a kaleidoscope filled with loose pieces of simple colored glass and objects transforming into an infinite variety of beautiful forms and patterns with the slightest turn, the collection of pieces in this book reflect images of the sky that nurtures life; sun that illuminates understanding; earth that shifts and grounds us; fire that is primal, intending to spark and extend curricular and pedagogical conversations and understandings. This book provides a lens through which to observe and experience how plural pandemics shifted the lived curricula--the colored glass and objects in the lives of others--to surface, contextualize, confront, and curate challenges, as well as celebrate the courageous and elevate and empower marginalized groups to relate, learn, and heal through stories of lived curricula. This beautiful collection brings readers to an awareness, understanding, and appreciation of the lived curricula unlike they have ever experienced before.
Author: Karin Ann Lewis
Publisher: IAP
ISBN: 1648027415
Category : Education
Languages : en
Pages : 419
Get Book Here
Book Description
Within the context of recent, and ongoing, plural pandemics such as COVID-19 up/ending lives, social and racial chaos and catastrophe, political pressures, and economic convulsions, The Kaleidoscope of Lived Curricula: Learning Through a Confluence of Crises offers a journey through a collection of scholarly reflective creative pieces--stories of lived curricula. Like a kaleidoscope filled with loose pieces of simple colored glass and objects transforming into an infinite variety of beautiful forms and patterns with the slightest turn, the collection of pieces in this book reflect images of the sky that nurtures life; sun that illuminates understanding; earth that shifts and grounds us; fire that is primal, intending to spark and extend curricular and pedagogical conversations and understandings. This book provides a lens through which to observe and experience how plural pandemics shifted the lived curricula--the colored glass and objects in the lives of others--to surface, contextualize, confront, and curate challenges, as well as celebrate the courageous and elevate and empower marginalized groups to relate, learn, and heal through stories of lived curricula. This beautiful collection brings readers to an awareness, understanding, and appreciation of the lived curricula unlike they have ever experienced before.
Author: Karin Ann Lewis
Publisher:
ISBN: 9781648027390
Category :
Languages : en
Pages : 420
Get Book Here
Book Description
Within the context of recent, and ongoing, plural pandemics such as COVID-19 up/ending lives, social and racial chaos and catastrophe, political pressures, and economic convulsions, The Kaleidoscope of Lived Curricula: Learning Through a Confluence of Crises offers a journey through a collection of scholarly reflective creative pieces--stories of lived curricula. Like a kaleidoscope filled with loose pieces of simple colored glass and objects transforming into an infinite variety of beautiful forms and patterns with the slightest turn, the collection of pieces in this book reflect images of the sky that nurtures life; sun that illuminates understanding; earth that shifts and grounds us; fire that is primal, intending to spark and extend curricular and pedagogical conversations and understandings. This book provides a lens through which to observe and experience how plural pandemics shifted the lived curricula--the colored glass and objects in the lives of others--to surface, contextualize, confront, and curate challenges, as well as celebrate the courageous and elevate and empower marginalized groups to relate, learn, and heal through stories of lived curricula. This beautiful collection brings readers to an awareness, understanding, and appreciation of the lived curricula unlike they have ever experienced before.
Author: Lynn Cohen
Publisher: Emerald Group Publishing
ISBN: 1781907013
Category : Education
Languages : en
Pages : 203
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Book Description
Education, according to John Dewey, should be viewed as dynamic and ongoing with direct teaching of integrated content knowledge. This volume offers readers an examination of the content areas in early childhood curriculum that honor Dewey's belief in active, integrated learning.
Author: Alexander B. Pratt
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 398
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Book Description
Walking away is both refusal and production (Tuck & Yang, 2014), a seeming paradox taken up in work on fugitivity and marronage (Diouf, 2021; Grant, Woodson, & Dumas, 2021; Harney & Moten, 2013; Hartman, 2007), survivance (Powell, 2002; Sabzalian, 2019; Vizenor, 2008), testimonios (Calderon-Berumen, 2021; Delgado Bernal, Burciaga, & Flores Carmona, 2012; Latina Feminist Group, 2001), and other forms of critical pedagogy and curriculum. In other words, walking away presumes both the rejection of a form of status quo (walking away from something) and a new direction taken (a walking toward something else). In the context of education, many teachers and researchers have reached that breaking point where/when no more curricular/pedagogic violence can be survived, and it is in that moment that those researchers and teachers actively remove themselves from those systems and assert new courses with new possibilities. This edited volume is a collection of works chronicling acts of refusal that manifest as walking away. In some cases what is walked away from is the erasure of experience in curriculum while in others it is a fundamentalist religious experience. In still other cases what is walked away from is the carceral nature of school discipline policies. In each case walking away is resistance, refusal, and re/co-producing new possibilities and agencies. What is walked toward is a new curriculum/pedagogy of resistance sometimes within and sometimes without that place ENDORSEMENTS: "Walking Away provides a window into what it is for educators to form a new world: Enter Walking Away and walk into..." — Leonard Harris , Purdue University "Walking away is sure to inspire pre-service educators, practicing teachers, and others to participate in the construction of more just and equitable worlds." — Tristan Gleason, Cal Poly Humbolt "Ultimately, Walking Away represents the capacious thinking that emerges from the various connections, conversations, and profound contributions of each author." — Boni Wozolek, Pennsylvania State University, Abington Campus "This important book insists that we, as curriculum scholars, seriously ask ourselves what our roles and responsibilities are as academics, researchers, and educators in these dire times." — Jennifer A. Sandlin, Arizona State University
Author: Indira Bailey
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 200
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Book Description
BIPOC Alliances: Building Communities and Curricula is a collection of reflective experiences that confront, challenge, and resist hegemonic academic canons. BIPOC perspectives are often scarce in scholarly academic venues and curriculum. This edited book is a curated collection of interdisciplinary, underrepresented voices, and lived experiences through critical methodologies for empowerment (Reilly & Lippard, 2018). Gloria Anzaldu a’s (2015) autohistoria-teorí a is a lens for decolonizing and theorizing of one’s own experiences, historical contexts, knowledge, and performances through creative acts, curriculum, and writing. Gloria Anzaldu a coined, autohistoria-teorí a, a feminist writing practice of testimonio as a way to create self-knowledge, belonging, and to bridge collaborative spaces through self-empowerment. Anzaldu a encouraged us to focus towards social change through our testimonios and art, “[t]he healing images and narratives we imagine will eventually materialize” (Anzaldu a & Keating, 2009, p. 247). For this collection, we use lived experience or testimonios as an approach, a method, to conduct research and to bear witness to learners and one’s own experiences (Reyes & Rodrí guez, 2012). Maxine Greene’s (1995) concept of an emancipated pedagogy merges art, culture, and history as one education that empowers students with Gloria Anzaldu a’s (2015) autohistoria-teorí a to re-imagine individual and collective inclusion by allowing students “... to read and to name, to write and to rewrite their own lived worlds” (Greene, 1995, pp. 147). Greene and Anzaldu a reach beyond theorizing and creating curriculum for awareness and expand the crossings into active and critical self- reflective work to rewrite one’s own empowered stories and engage in a healing process.
Author: Clelia O. Rodríguez
Publisher: IAP
ISBN:
Category : Political Science
Languages : en
Pages : 174
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Book Description
This is not a conventional book because the seed comes from the depth of the volcanic cauldron that awaits silently underneath the Lake Ilopango, the umbilical cord of our Humanity and yours. It is a scream, it is an offering, it is pain and it is love. It is a collective offering to those who are responding to a call of Liberation based on Indigenous Principles to protect and defend the land beyond theories, beyond rhetorical and metaphorical questions. This is a tiny-tiny glimpse into Lak'ech. A living testament that today, there are people buried on sand, on water, on air, on blood, among carcasses of bodies eaten by vultures—literally and metaphorically—a living testament of open wounds that heal and are traumatized again and again because you, the reader, the listener, the writer, the transcriber, the colonizer, the upholder of patriarchy and caste and class, the translator and the guardian of the door of the Master's House refuse to listen politically.
Author: Katy Marsh-Davies
Publisher: Taylor & Francis
ISBN: 1003802141
Category : Education
Languages : en
Pages : 274
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Book Description
Featuring a broad swathe of academic research and perspectives from international contributors, this book will capture and share important lessons from the pandemic experience for teaching practice and teacher learning more broadly. Looking at core teaching values such as the facilitation of learning, the promotion of fairness and equality, and community building, the book centres the records of teachers’ experiences from diverse educational phases and locations that illuminate how the complexity of teaching work is entangled in the emotional, relational, and embodied nature of teachers’ everyday lives. Through rich, qualitative data and first-hand experience, the book informs the decisions of teachers and those who train, support, and manage them, promoting sustainable, positive transformation within education for the benefit of educators and learners alike. This book will be of use to scholars, practitioners, and researchers involved with teachers and teacher education, the sociology of education, and teaching and learning more broadly. Policy makers working in school leadership, management, and administration may also benefit from the volume.
Author: Julian Kitchen
Publisher: Emerald Group Publishing
ISBN: 0857245910
Category : Education
Languages : en
Pages : 314
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Book Description
Explores how individuals' identity and personal practical knowledge are being formed, shifted or interrupted through moments in teacher education.
Author: Carol A. Mullen
Publisher: Routledge
ISBN: 1136503587
Category : Education
Languages : en
Pages : 292
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Book Description
Curriculum Leadership Development is an up-to-date, user-friendly textbook offering unique approaches to help readers understand the complexity of curriculum leadership. It is grounded in current and relevant theory, research, legislation, and application in the closely related areas of curriculum leadership, development, and scholarship. The text solidifies the concepts of curriculum and leadership in experiential learning contexts, and promotes democratic action and critical thinking. Author Carol A. Mullen uses a descriptive, qualitative approach that integrates case study, data analysis, personal reflection, and lessons learned. Among the most important elements of the book are: *the inclusion of the voice and curricular experiences of the professional student who is a seasoned teacher or beginning adminstrator; *detailed illustrations of practitioners' experiences as curriculum makers and action researchers; *an articulation of the links among curriculum development, constructivist curricula, and mentoring scaffolds; and *practical exercises to accompany case studies. Graduate and advanced undergraduate students in education will find this textbook of value in their coursework, as will curriculum professionals who teach practicing teachers.
Author: Rita Irwin
Publisher: Routledge
ISBN: 0429655347
Category : Education
Languages : en
Pages : 327
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Book Description
Bringing together Carl Leggo’s most significant contributions over the past 30 years, this book celebrates his work in curriculum studies, English language arts, literacy and life writing, poetry, and arts education. Organized around three thematic sections—Loving Language, Narrating Ruminations, and Storying the World—the volume highlights his efforts across interrelated fields of inquiry, including narrative and poetic inquiry, contemplative inquiry, and social fiction. The text extends the discussion and conversation of curriculum studies and is greatly enhanced with a selection of original poetry by this incomparable poet, scholar, and teacher. Carl Leggo is renowned not only for his ground-breaking work at the University of British Colombia, but also for his tremendous influence on graduate education across the English-speaking world. This volume honours that immense contribution in today’s time of academic change and development.
