Collaborative engagement between activist academics from Israel and Northern Ireland highlighted the challenges and potential of working through education to promote shared learning and shared life in divided societies. Following these initial explorations, the volume brought together educationalists from Europe, the United States and South Africa to widen the range of experience and insights, and broaden the base of the conversation. The result is this book on the role of shared education, not only in deeply divided societies, but also in places where minorities face discrimination, where migrants face prejudice and barriers, or where society fails to deal positively with cultural diversity. Together, the contributors challenged themselves to develop theoretical and practical paradigms, based on practical knowledge and experience, to promote activist pedagogies. Their shared purpose was to work for more humane, just and democratic societies, in which education offers genuine hope for sustained transformational change. The four main themes around which the book is organized are: educating for democratic-multicultural citizenship, models of shared learning, nurturing intercultural competencies, and reconciling dialogue in the face of conflicting narratives. The book draws on a wide range of international perspectives and insights to identify practical strategies for change in local contexts.

Researchers, higher education administrators, and high school and university students desire a sourcebook like The Model Minority Stereotype: Demystifying Asian American Success. This second edition has updated contents that will assist readers in locating research and literature on the model minority stereotype. This sourcebook is composed of an annotated bibliography on the stereotype that Asian Americans are successful. Each chapter in The Model Minority Stereotype is thematic and challenges the model minority stereotype. Consisting of a twelfth and updated chapter, this book continues to be the most comprehensive book written on the model minority myth to date.

Early childhood educators are keenly aware of the importance of a child's transition to ""real school."" This transition is occurring earlier in a child's life now that school districts nationwide are moving to pre-kindergarten experiences for 3- and 4-year olds. Annually, more than one million children attend public school pre-k programs overseen by elementary school principals who, although veteran educational leaders, were not trained to oversee these programs. Although pre-k classrooms are rapidly growing and deserve special attention, school leaders must be reminded that early childhood means more than pre-kindergarten; it extends through third grade. School leadership needs to understand the principles of early childhood education to effectively support all children age three to grade three. Professional and Ethical Consideration for Early Childhood Leaders is a collection of innovative research that crafts an overall understanding of the importance of early childhood leadership in today's schools. The book employs strategies to improve support for children in early childhood years, examines the different roles of early childhood leadership, analyzes best practices for implementation in early childhood contexts, and explores improvements for leadership preparation for schools with pre-k through third-grade children. While highlighting a wide range of topics including advocacy, cultural responses, and professional development, this publication is ideally designed for educators, administrators, principals, early childhood development teachers, daycare instructors, curriculum developers, advocates, researchers, academicians, and students.

Collaborative engagement between activist academics from Israel and Northern Ireland highlighted the challenges and potential of working through education to promote shared learning and shared life in divided societies. Following these initial explorations, the volume brought together educationalists from Europe, the United States and South Africa to widen the range of experience and insights, and broaden the base of the conversation. The result is this book on the role of shared education, not only in deeply divided societies, but also in places where minorities face discrimination, where migrants face prejudice and barriers, or where society fails to deal positively with cultural diversity. Together, the contributors challenged themselves to develop theoretical and practical paradigms, based on practical knowledge and experience, to promote activist pedagogies. Their shared purpose was to work for more humane, just and democratic societies, in which education offers genuine hope for sustained transformational change. The four main themes around which the book is organized are: educating for democratic-multicultural citizenship, models of shared learning, nurturing intercultural competencies, and reconciling dialogue in the face of conflicting narratives. The book draws on a wide range of international perspectives and insights to identify practical strategies for change in local contexts.