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Social Justice Education - Inviting Faculty to Transform Their Institutions (Paperback)
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Social Justice Education - Inviting Faculty to Transform Their Institutions (Paperback)
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This book addresses the combination of pedagogical, curricular, and
institutional commitments necessary to create and sustain diversity
on campus. Its premise is that the socially just classroom
flourishes in the context of a socially just institution, and it
invites faculty and administrators to create such classrooms and
institutions.This book grew out of a project involving deans and
directors of teaching centers and diversity offices from six
institutions to instigate discussions among teachers and
administrators about implementing socially just practices in their
classrooms, departments, and offices. The purpose was to explore
how best to foster such conversations across departments and
functions within an institution, as well as between institutions.
This book presents the theoretical framework used, and many of the
successful projects to which it gave rise.Recognizing that many
faculty have little preparation for teaching students whose
backgrounds, culture, and educational socialization differ from
theirs, the opening foundational section asks teachers to attend
closely to their and their students relative power and
positionality in the classroom, and to the impact of the materials,
resources and pedagogical approaches employed. Further chapters
offer analytical tools to promote inquiry and change.The concluding
sections of the book demonstrate how intra- and inter-institutional
collaborations inspired teachers to rise to the challenge of their
campuses commitments to diversity. Among the examples presented is
an initiative involving the faculty development coordinator, and
faculty from a wide range of domains at DePauw University, who
built upon an existing ethics initiative to embed social justice
across the curriculum. In another, professors of mathematics from
three institutions describe how they collaborated to create
socially just classrooms that both serve mathematical learning, and
support service learning or community-based learning activities.
The final essay by a student from the Maldives, describing how she
navigated the chasm between life in an American college and her
family circumstances, will reinforce the reader s commitment to
establishing social justice in the academy.This book provides
individual faculty, faculty developers and diversity officers with
the concepts, reflective tools, and collaborative models, as well
as a wealth of examples, to confidently embark on the path to
transforming educational practice."
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