In the United States, community colleges are some of the most racially diverse institutions of higher education. And, as such, as argued in Minding the Obligation Gap in Community Colleges and Beyond (Sims et al., 2020), they are uniquely positioned to function as disruptive technologies, that is, spaces that disrupt institutionalized educational inequity. Pedagogy and curriculum must be liberatory if we hope to engender educational equity precisely because Nationwide, the majority of community college students are students of color and the majority of African American and Latinx college students start their journeys at a community college. The community college professorate is the inverse, as three-quarters of all college professors are white. These demographics create a cultural schism that is preventing students of color and other minoritzed groups from reaching their full intellectual and creative potential. This book fills a gap in the academic literature on how community college educators can more effectively serve their diverse students, from interrogating their own white racial identity, to overhauling their curricula and pedagogy, and later by committing to radical love as praxis. While this book's title explicitly calls on white educators, ultimately, it is for any educator who seeks to dismantle classroom power structures and who strives to create nurturing, justice-advancing curricula. "Given the disproportionate number of white faculty in the community system in comparison to the student population, this book is essential in providing the necessary guidance and tools that will allow white teachers to effectively teach students of color. Moreover, this text recognizes that if the community system is going to improve outcomes for students of color that white faculty have obligation to be equipped to have greater understanding of race and racism that would impact what and how they teach."-Edward Bush, President, Cosumnes River College "Improving outcomes for community college students begins with improving one's understanding of race and racism. The first-person perspective of engaging in anti-racist work in this book calls to our core values as community college educators. This book provides guidance, evokes critical self-reflection, and highlights practical tools to effectively educate historically minoritized students, especially for an educational system whose teaching faculty is predominantly white."-Angelica Garcia, President, Berkeley City College

In the United States, community colleges are some of the most racially diverse institutions of higher education. And, as such, as argued in Minding the Obligation Gap in Community Colleges and Beyond (Sims et al., 2020), they are uniquely positioned to function as disruptive technologies, that is, spaces that disrupt institutionalized educational inequity. Pedagogy and curriculum must be liberatory if we hope to engender educational equity precisely because Nationwide, the majority of community college students are students of color and the majority of African American and Latinx college students start their journeys at a community college. The community college professorate is the inverse, as three-quarters of all college professors are white. These demographics create a cultural schism that is preventing students of color and other minoritzed groups from reaching their full intellectual and creative potential. This book fills a gap in the academic literature on how community college educators can more effectively serve their diverse students, from interrogating their own white racial identity, to overhauling their curricula and pedagogy, and later by committing to radical love as praxis. While this book's title explicitly calls on white educators, ultimately, it is for any educator who seeks to dismantle classroom power structures and who strives to create nurturing, justice-advancing curricula. "Given the disproportionate number of white faculty in the community system in comparison to the student population, this book is essential in providing the necessary guidance and tools that will allow white teachers to effectively teach students of color. Moreover, this text recognizes that if the community system is going to improve outcomes for students of color that white faculty have obligation to be equipped to have greater understanding of race and racism that would impact what and how they teach."-Edward Bush, President, Cosumnes River College "Improving outcomes for community college students begins with improving one's understanding of race and racism. The first-person perspective of engaging in anti-racist work in this book calls to our core values as community college educators. This book provides guidance, evokes critical self-reflection, and highlights practical tools to effectively educate historically minoritized students, especially for an educational system whose teaching faculty is predominantly white."-Angelica Garcia, President, Berkeley City College

The Handbook of Education in China provides both a comprehensive overview and an original interpretation of key aspects of education in the People's Republic of China. With a sharp focus on specific policy areas and using both original Chinese sources and other commentaries, it expertly places the topic within its historical and political context. The Handbook has four distinct and thematic parts: The Historical Background; The Contemporary Chinese System; Problems and Policies; The Special Administrative Regions: Macau and Hong Kong. The chapters address fundamental issues facing Chinese society, including the rapid educational expansion in support of economic development in the post-Mao period, the evolution of education as public policy, concern for access to education as social justice and the parallel educational systems of the Special Administrative Regions. The editors and contributors are Chinese and foreign academics expert in this important field. The Handbook of Education in China is an essential reference for those interested in Chinese education, as well as a comprehensive resource that provides valuable supplementary material for those studying Chinese politics, economy, culture and society more generally.

It Takes an Ecosystem explores the idea and potential of the Allied Youth Fields-an aspirational term that suggests increased connection across the multiple systems in which adults engage with young people. Recent research and initiatives make a strong case for what developmentalists have argued for decades: A young person's learning and development is shaped in positive and negative ways by the interactions they have with all the adults in their life. Now is the time to reshape our systems to support this scientific understanding. The chapters in this book provide ideas, tools, examples, and visions for a more connected, more equitable world for young people and the adults in their lives.

Pretended is a vivid historical, political and cultural account of schools and teaching under Section 28, a law that banned schools in the UK from promoting homosexuality as a 'pretended family relationship'. Catherine Lee was a teacher in schools for each of the 15 years that Section 28 was law (between 1988 and 2003). In Pretended, she considers the landscape for lesbian and gay teachers leading up to, during and after Section 28. Drawing on her diary entries from the Section 28 era, Lee poignantly recalls the challenges and incidents affecting her and thousands of other teachers during this period of state-sanctioned homophobia. She reveals how these diaries led to her involvement in the 2022 feature film Blue Jean, and describes how this unexpected opportunity helped her to make peace with Section 28. Pretended will resonate with every lesbian and gay teacher who experienced Section 28 and will shock those who previously knew nothing about this law. Crucially, Pretended will explain to those who were lesbian and gay students during Section 28 why they never saw people like them in the curriculum, never had a role model and never had an adult in school to talk to about their identity.

The book represents an accessible and comprehensive point of reference for both the academic and the practitioner world in showing how education can be transformed and innovated to become more sustainable and resilient. The recent covid crisis shows that the education system and approaches used are not sustainable but can be ambushed and reactive. How can we (in the present) determine what we should learn to be prepared for the future? How can education be changed so that we learn more quickly and more effectively? Not only focusing on new methods/technologies but also on innovation of the learning process. How to use the experience to create future proof education and how certain innovations in education play a role in this transition? These are some of the questions answered in the book. It represents an overview of the state of affairs of innovative techniques used in education from both distance and face-to-face education. The topic of innovation is highly relevant for both the business world and a challenging and complex subject for the education industry. This is a unique book that offers new empirical insights for practitioners and policy makers of the field. Our approach in designing this book was a critical reflection of field expertise and scholarly experience, tailored to the knowledge needs dictated by the novelty and complexity of the topic.