America Indian culture and traditions have survived an unusual amount of oppressive federal and state educational policies intended to assimilate Indian people and destroy their cultures and languages. Yet, Indian culture, traditions, and people often continue to be treated as objects in the classroom and in the curriculum. Using a critical race theory framework and a unique "counternarrative" methodology, American Indian Education explores a host of modern educational issues facing American Indian peoples-from the impact of Indian sports mascots on students and communities, to the uses and abuses of law that often never reach a courtroom, and the intergenerational impacts of American Indian education policy on Indian children today. By interweaving empirical research with accessible composite narratives, Matthew Fletcher breaches the gap between solid educational policy and the on-the-ground reality of Indian students, highlighting the challenges faced by American Indian students and paving the way for an honest discussion about solutions.

Ziel dieses Buches ist es, den inklusiven Englischunterricht aus einer multiperspektivischen Sicht zu beschreiben, zu seinem Kern als Prinzip der OEffnung vorzustossen und dieses fachlich greifbarer zu machen. Die Beitrage wenden sich der Umsetzung und den fur die Inklusion bedeutsamen empirischen und didaktischen Gesichtspunkten zu und sind mit den Herausforderungen der verschiedenen Kontexte befasst, in denen die VerfasserInnen wirken. Die eingenommenen Perspektiven umfassen verschiedene Foerderschwerpunkte, Mehrsprachigkeit, Migrationshintergrund, schulformspezifische und inklusiv-didaktische Fragen. Es eint sie der realistische Blick auf die Praxis, die Verortung in der empirischen Forschung und evidenzbasierten Schlussfolgerungen und der Versuch, auch grundlegende Fragen zu beantworten.

Bringing together leading scholars and teacher educators from across the world, from Europe and the USA to Asia, this book presents the latest research and new perspectives into the uses of children's literature in second language teaching for children and young adults. Children's Literature in Second Language Education covers such topics as extensive reading, creative writing in the language classroom, the use of picturebooks and graphic novels in second language teaching and the potential of children's literature in promoting intercultural education. The focus throughout the book is on creative approaches to language teaching, from early years through to young adult learners, making this book an essential read for those studying or embarking on second language teaching at all levels.

Second Language Cultural Negotiation and Visual Literacy looks at the theory behind cultural learning at the intersection of culture, visuals, and emotions and offers a theoretical and practical foundation upon which teachers can build. Bringing to light theoretical work from multilingual sources, this book illuminates the process of second language cultural negotiation as subjective, affective, and reliant on imagination and applies this theoretical basis to using comics inside and outside the classroom. It re-examines the popular Vygotskian concept of meaning making in the Zone of Proximal Development and identifies sequential art as a unique and legitimate academic medium that can enable cultural negotiation in a diverse and increasingly globalized society. This book explores the mechanism employed by English language learners reading comics to make meaning. Lapidus establishes interdisciplinary research as a valuable form of research and draws upon the concept of multiliteracies to illuminate the multimodal nature of meaning making. Presenting theory and its practical ramifications, this book will be of interest to undergraduate and graduate students, language teachers, and anyone who enjoys exploring the way humans learn.

The education system should be in the forefront of the battle to combat racial inequality. The contributors to this book, however, argue that, far from reducing racial inequality, the education system in the UK systematically generates, maintains and reproduces it. Through careful consideration of the complex and pervasive nature of racism (and the practices it gives rise to) the contributors draw attention to the failure of the contemporaneous multicultural education theories and policies. The contributors concerns are with: the role of the state in sustaining and legitimating racial inequalities in education; black students experiences of racism in schools and post-school training schemes; and proposals for the realization of genuine and effective antiracist education principles.

Bridging Cultures Between Home and School: A Guide for Teachers is intended to stimulate broad thinking about how to meet the challenges of education in a pluralistic society. It is a powerful resource for in-service and preservice multicultural education and professional development. The Guide presents a framework for understanding differences and conflicts that arise in situations where school culture is more individualistic than the value system of the home. It shares what researchers and teachers of the Bridging Cultures Project have learned from the experimentation of teacher-researchers in their own classrooms of largely immigrant Latino students and explores other research on promoting improved home-school relationships across cultures. The framework leads to specific suggestions for supporting teachers to cross-cultural communication; organization parent-teacher conferences that work; use strategies that increase parent involvement in schooling; increase their skills as researchers; and employ ethnographic techniques to learn about home cultures. Although the research underlying the Bridging Cultures Project and this Guide focuses on immigrant Latino families, since this is the primary population with which the framework was originally used, it is a potent tool for learning about other cultures as well because many face similar discrepancies between their own more collectivistic approaches to childrearing and schooling and the more individualistic approach of the dominant culture.

The Campaign for the Civic Mission of Schools (2011) lamented the "lack of high-quality civic education in America's schools [that] leaves millions of citizens without the wherewithal to make sense of our system of government" (p. 4). Preus et al. (2016) cited literature to support their observation of "a decline in high-quality civic education and a low rate of civic engagement of young people" (p. 67). Shapiro and Brown (2018) asserted that "civic knowledge and public engagement is at an all-time low" (p. 1). Writing as a college senior, Flaherty (2020) urged educators to "bravely interpret . . . national, local, and even school-level incidents as chances for enhanced civic education and to discuss them with students in both formal and casual settings" (p. 6). In this eighth volume in the Current Perspectives on School/University/Community Research series, we feature the work of brave educators who are engaged in school-university-community collaborative educational endeavors. Authors focus on a wide range of projects oriented to civic education writ large-some that have been completed and some that are still in progress-but all authors evince the passion for civic education that underpins engagement in the democratic project.

The Campaign for the Civic Mission of Schools (2011) lamented the "lack of high-quality civic education in America's schools [that] leaves millions of citizens without the wherewithal to make sense of our system of government" (p. 4). Preus et al. (2016) cited literature to support their observation of "a decline in high-quality civic education and a low rate of civic engagement of young people" (p. 67). Shapiro and Brown (2018) asserted that "civic knowledge and public engagement is at an all-time low" (p. 1). Writing as a college senior, Flaherty (2020) urged educators to "bravely interpret . . . national, local, and even school-level incidents as chances for enhanced civic education and to discuss them with students in both formal and casual settings" (p. 6). In this eighth volume in the Current Perspectives on School/University/Community Research series, we feature the work of brave educators who are engaged in school-university-community collaborative educational endeavors. Authors focus on a wide range of projects oriented to civic education writ large-some that have been completed and some that are still in progress-but all authors evince the passion for civic education that underpins engagement in the democratic project.

This book presents a novel perspective on education as a social right. Literature on this topic has focused on inclusion as the universal concept whereby access to education is examined. As a moral principle, this concept opens new challenges in different ways if we take a deeper view into diverse contexts. What education? For what? For whom? Are we thinking about education because it will bring social justice in the future, or are we thinking of education as a just practice in the present? This book brings fresh theoretical and empirical perspectives on those questions, moving beyond a pure inclusion paradigm to a broader and context-oriented notion of educational justice. The chapters engage with theories of educational justice to present these challenges at the institutional level of educational policy, at the practical level of schooling practices, and in the production of ideas around childhood and education, for instance, notions of normalcy at schools. Although the featured works are related to the Chilean educational system, they opens questions about education in general. They embrace rural and urban contexts, different educational levels (from preschool to university), and university and vocational education. This book will be rewarding reading for educational scholars, those interested in theories of social and educational justice, and anyone interested in contemporary perspectives on education, childhood and youth, inclusion, and justice.

Drawing on indigenous belief systems and recent work in critical "race" studies and multicultural-feminist theory, Keating provides detailed step-by-step suggestions, based on her own teaching experiences, designed to anticipate students' resistance to social-justice issues and encourage them to change. She offers a holistic approach to theory and practice.

You enjoy teaching and, like every other teacher, you want the best for every learner. Recently, you have found a steady stream of learners coming to your school with little or no English. You aren't really sure how to provide the best possible education for them, when they are struggling to understand the English in your already differentiated lessons. This book provides you with a programme for use as an induction-to-English, complete with integral assessment. It provides guidance on how to bridge the gap between these learners and their peers. It is suitable for learners of any language background (including those not literate in their home language) due to the focus on learning through images. It also includes suggestions on how to include parents who are new to English and ideas on family learning. You'll find an EAL framework to provide structure to your EAL provision across the school, as well as guidance on how to approach class teaching. Developed from good practice in schools and informed by research, this programme is designed to move learners into English quickly. It uses a visual, structured approach that works alongside immersion in the mainstream.

This edited volume examines the Seal of Biliteracy (SoBL), a relatively new policy initiative that has received little attention in scholarly and practical literature. The contributions seek to expand the literature by presenting case studies of policy implementation in diverse contexts across the United States. This book is organized into four sections: (1) introduction to the SoBL, including history of the policy initiative and national trends in policy design and implementation, (2) case studies of macro-level policy implementation, including a diverse array of contexts across the country that have approached the SoBL in unique ways (e.g., legislation v. educational code, prioritizing world v. home languages), (3) case studies of micro-level implementation, including schools and districts that award the SoBL to diverse student populations through various language programs (e.g., English-dominant v. linguistically diverse; world language v. dual-language programs), and (4) conclusions and future directions, including actionable next steps for policy makers, administrators, educators, and researchers. Members of various professional organizations will benefit from this text, including the National Association for Bilingual Education (NABE), Teachers of English to Speakers of Other Languages (TESOL), the American Council for Teaching of Foreign Languages (ACTFL), as well as participants in local affiliates for bilingual, English as a second language (ESL), and world language education.

Given the increasing diversity of the United States and students entering schools, the value of teacher learning in clinical contexts, and the need to elevate the profession, national organizations have been calling for a re-envisioning of teacher preparation that turns teacher education upside down. This change will require PK-12 schools and universities to partner in robust ways to create strong professional learning experiences for aspiring teachers. University faculty, in particular, will not only need to work in schools, but they will need to work with schools in the preparation of future teachers. This collaboration should promote greater equity and justice for our nation's students. The purpose of this book is to support individuals in designing clinically based teacher preparation programs that place equity at the core. Drawing from the literature as well as our experiences in designing and coordinating award-winning teacher education programs, we offer a vision for equity-centered, clinically based preparation that promotes powerful teacher professional learning and develops high-quality, equity-centered teachers for schools. The chapter topics include policy guidelines, partnerships, intentional clinical experiences, coherence, curriculum and coursework, university-based teacher educators, school-based teacher educators, teacher candidate supervision and evaluation, the role of research, and instructional leadership in teacher preparation. While the concepts we share are research-based and grounded in the empirical literature, our primary intention is for this book to be of practical use. We hope that by the time you finish reading, you will feel inspired and equipped to make change within your own program, your institution, and your local context. We begin each chapter with a "Before You Read" section that includes introductory activities or self-assessment questions to prompt reflection about the current state of your teacher preparation program. We also weave examples, a "Spotlight from Practice," in the form of vignettes designed to spark your thinking for program improvement. Finally, we conclude each chapter with a section called "Exercises for Action," which are questions or activities to help you (re)imagine and move toward action in the (re)design of your teacher preparation program. We hope that you will use the exercises by yourself, but perhaps more importantly, with others to stimulate conversations about how you can build upon what you are already doing well to make your program even better.

"A savvy ethnographer, Staiger reveals the social contours of an urban high school with no racial majority. Here black, white, Latino, and Asian adolescents aggressively use race and gender as tools to define identities and groups across multiple school spaces. Viewed by outsiders as harmonious, this school seethes with strong divisions and alliances among racial groups jockeying for position in a familiar white-to-black hierarchy. Concealed behind color-blind talk, society's racial stratification system replicates itself in an internal segregation of 'gifted' and 'at risk' students. If schools are testing grounds for social justice and equality, this one is more failure than success."--Joe R. Feagin, Texas A & M University
"American schools are a battleground of diverse issues--busing, unequal access to resources, multicultural education and bilingual classes, gangs, and declining property values. Underlying all of these is the issue of race. Thank goodness for Annegret Staiger, who is not afraid to shine a bright light on the social conflicts our children navigate every day. Learning Difference digs deep into the lives of high school students of different backgrounds to explore how they live together and apart, managing friendship and animosity, challenged by well-meaning but misguided school policies. This book should be required reading in every teacher-training degree, and placed on the desk of every principal."--Kevin Bales, President, Free the Slaves

"Global Migration and Education "makes a notable contribution to understanding the issues faced by immigrant children, their parents, and educators as they interact in school settings, and to identifying the common challenges to, and successes in, educational institutions worldwide as they cope with these issues. It will help educators and others involved in these complex processes to see beyond the notion of "problems" created and experienced by recently arrived young children. Rather, this volume provides many concrete suggestions deriving from the success stories and voices of teachers, parents, and students. It also offers evidence that diversity can be a condition for learning that, when understood, embraced, and supported, leads to rich learning opportunities for all involved that would not exist without diversity. All of the authors offer recommendations about educational policy and practices to address and ultimately improve the education of all children, including immigrant children.
The book is organized around five themes:
*Multiple Global Issues for Immigrant Children and the Schools They Attend;
*They Are Here: Newcomers in the Schools;
*Views and Voices of Immigrant Children;
*Far from Home With Fluctuating Hopes; and
*Searching for New Ways to Belong.
Intended for researchers, students, school professionals, and educational policymakers and analysts around the world in the fields of multicultural education, child psychology, comparative and international education, educational foundations, educational policy, and cross-cultural studies, this book is highly relevant as a text for courses in these areas.

This engaging and informative book is written to help you to cater for the needs of pupils learning English as an additional language (EAL). It will support all primary-phase practitioners, including staff working with pupils learning EAL, key staff working on ethnic minority achievement, governors with specific responsibility for inclusion, and student teachers working towards Qualified Teaching Status. This book includes sections that will help you to: dispel the myths surrounding effective provision for pupils learning EAL; support whole-school approaches for ethnic minority achievement; use research about bilingualism to inform best practice for beginner and advanced bilingual learners; and, develop appropriate and targeted interventions for EAL learners. While good practice for ethnic minority achievement is clearly about quality-first teaching, this book explains that there is something distinctive about the needs of EAL learners and offers a range of practical ideas and strategies to support this area of work. Ethnic, linguistic and cultural diversity should be recognised as an asset to be respected and celebrated. This book will help you to achieve this. This title contains 64 A4 pages.

C-Tests bestehen aus mehreren kurzen Texten, in denen die zweite Halfte jedes zweiten Wortes fehlt. Sie gelten in der Regel als objektives, reliables, valides und oekonomisches Instrument zur Messung allgemeiner Sprachkompetenz und werden mittlerweile in einer Vielzahl von Kontexten eingesetzt. Der vorliegende Sammelband illustriert den aktuellen Stand der (anwendungsbezogenen) C-Test-Forschung - mit einem Schwerpunkt auf der zentralen Frage der Konstruktvaliditat. C-Tests consist of several short texts in which the second half of every second word has been deleted. As a rule, they are considered to be objective, reliable, valid and economical tests of general language proficiency. C-Tests are currently used in many contexts, including high-stakes applications. The present collection of papers illustrates the state of the art of (application-oriented) C-Test research, with a special focus on construct validity.

The Latina/o population constitutes the largest racial and ethnic minority group in the U.S. and is disproportionately under-represented in college and in graduate programs. This is the first book specifically to engage with the absence of Latinas/os in doctoral studies. It proposes educational and administrative strategies to open up the pipeline, and institutional practices to ensure access, support, models and training for Latinas/os aspiring to the Ph.D. The under-education of Latina/o youth begins early. Given that by twelfth grade half will stop out or be pushed out of high school, and only seven percent will complete a college degree, it is not surprising so few enter graduate studies. When Latina/o students do enter higher education, few attend those colleges or universities that are gateways to graduate degrees. Regardless of the type of higher education institution they attend, Latinas/os often encounter social and academic isolation, unaffordable costs, and lack of support. This historic under-representation has created a vicious cycle of limited social and economic mobility. There is a paucity of the Latina/o faculty and leaders whom research shows are essential for changing campus climate and influencing institutions to adapt to the needs of a changing student body. As a result, Latina/o graduate students often have few role models, advocates or mentors, and limited support for their research agendas. By reviewing the pipeline from kindergarten through university, this book provides the needed data and insights to effect change for policy makers, administrators, faculty, and staff; and material for reflection for aspiring Latina/o Ph.D.s on the paths they have taken and the road ahead. The book then addresses the unique experiences and challenges faced by Latina/os in doctoral programs, and offers guidance for students and those responsible for them. Chapters cover issues of gender and generational differences, the role of culture in the graduate school, mentorship, pursuing research, and professional development opportunities for Latina/os. The book closes with the voices of by Latina/o students who are currently pursuing or recently completed their doctoral degree. These narratives describe their cultural and educational journeys, providing insight into their personal and professional experiences. These stories bring alive the graduate experience for anyone interested in successful recruitment, retention, and graduation of Latina/o doctoral students - an inspiration and guidance to those aspiring to the doctorate.

A groundbreaking collection of oral histories, letters, interviews, and governmental reports related to the history of Latino education in the United States. Victoria-María MacDonald examines the intersection of history, Latino culture, and education while simultaneously encouraging undergraduates and graduate students to reexamine their relationship to the world of education and their own histories.

There generally remains a gulf between the way most Black faculty perceive the racial climate at their institutions and the recognition by non-Black faculty and administrators that there are problems and that these perceptions have merit. This book is intended to promote a productive dialogue. This book weaves the authors' own experiences with the responses of 136 Black faculty to a questionnaire, and a smaller sample who were interviewed, to identify the factors that determine Black faculty's satisfaction or dissatisfaction with their jobs and institutions. Recurring themes underscore the importance of a supportive work environment that is built on mutual respect, full inclusion in the decision-making process, and an institutional climate that does not tolerate cultural insensitivity or racism. The qualitative and quantitative information and the authors' conclusions can help postsecondary institutions improve Black faculty satisfaction levels, and ultimately, retention rates. This book will resonate with any Black faculty who have felt frustrated enough to consider leaving a postsecondary institution and with those who are content at their current institutions. For non-Black faculty and for administrators of all races, the book illuminates the sources of job satisfaction and dissatisfaction, explains the reasons their Black colleagues leave or stay, and offers valuable recommendations for change. For anyone, at any level, interested in the issue of the racial climate at his or her institution, this book offers a constructive framework for discussion and action.

These case studies from five continents use ethnography and history to challenge the sweeping claims of sociology’s world culture theory (neo-institutionalism). They demonstrate how national ministries of education and local schools re-invent every reform. Yet the cases also show that teachers and local reformers operate “within and against” global models.

It was a dark and stormy night in Santa Barbara. January 19, 2017. The next day's inauguration drumroll played on the evening news. Huddled around a table were nine Corwin authors and their publisher, who together have devoted their careers to equity in education. They couldn't change the weather, they couldn't heal a fractured country, but they did have the power to put their collective wisdom about EL education upon the page to ensure our multilingual learners reach their highest potential. Proudly, we introduce you now to the fruit of that effort: Breaking Down the Wall: Essential Shifts for English Learners' Success. In this first-of-a-kind collaboration, teachers and leaders, whether in small towns or large urban centers, finally have both the research and the practical strategies to take those first steps toward excellence in educating our culturally and linguistically diverse children. It's a book to be celebrated because it means we can throw away the dark glasses of deficit-based approaches and see children who come to school speaking a different home language for what they really are: learners with tremendous assets. The authors' contributions are arranged in nine chapters that become nine tenets for teachers and administrators to use as calls to actions in their own efforts to realize our English learners' potential: 1. From Deficit-Based to Asset-Based 2. From Compliance to Excellence 3. From Watering Down to Challenging 4. From Isolation to Collaboration 5. From Silence to Conversation 6. From Language to Language, Literacy, and Content 7. From Assessment of Learning to Assessment for and as Learning 8. From Monolingualism to Multilingualism 9. From Nobody Cares to Everyone/Every Community Cares Read this book; the chapters speak to one another, a melodic echo of expertise, classroom vignettes, and steps to take. To shift the status quo is neither fast nor easy, but there is a clear process, and it's laid out here in Breaking Down the Wall. To distill it into a single line would go something like this: if we can assume mutual ownership, if we can connect instruction to all children's personal, social, cultural, and linguistic identities, then all students will achieve.

One of the most pressing challenges facing educators in the US is the specter of an "ethnic and cultural war"--a code phrase that engenders our society's licentiousness toward racism. In Dancing with Bigotry, Donaldo Macedo and Lilia Bartolome use examples from the mass media, popular culture, and politics to illustrate the larger situations facing educators and how this type of argument is ignored in much of the academic research and rhetoric. They also examine why it is essential to take on the sources of "mass public education." By shunning the mass media, educators are missing the obvious--more public education is done by the media than by teachers, professors, or anyone else. This book sheds light on the ideological mechanisms that shape and maintain the racist social order, while moving the discussion beyond the reductionist of white versus black impasse.

"As a volume destined to be employed by researchers, practitioners and policy makers, "The Majority in the Minority" appears at the right time in our nation s demographic history. It connects us to the triumphs an tragedies of our Latino collective pasts and leads us to a more hopeful scenario for the future." -- from the Foreword by Laura RendonLatinas/os are the largest ethnic minority group in the U.S. They are propelling minority communities to majority status in states as disparate as California, Florida, New Jersey, New York and Texas.Their growth in the population at large is not reflected in higher education. In fact Latinos are the least represented population in our colleges and universities, whether as administrators, faculty or students; and as students have one of the highest levels of attrition.Opening access to Latinas/os, assuring their persistence as students in higher education, and their increased presence in college faculty and governance, is of paramount importance if they are to make essential economic gains and fully to participate in and contribute to American society.In this ground-breaking book, twenty-four Latina/o scholars provide an historical background; review issues of student access and achievement, and lessons learned; and present the problems of status and barriers faced by administrators and faculty. The book also includes narratives by graduate students, administrators and faculty that complement the essays and vividly bring these issues to life. This is a book that should be read by policy makers, college administrators, student affairs personnel and faculty concerned about shaping the future of higher education--and constitutes an invaluable resource for all leaders of the Latino community.