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Written for a period in time which is still evolving, this volume
speaks to many of the civil rights issues that were overshadowed
for much of the 20th century. As civil rights campaigns began to
come into focus, so too did the cries for basic human rights from
many groups. These civil rights movements can be characterized by a
common sense of necessity in American history. These voices argue
collectively for the inclusion of this new timeline of civil rights
campaigns in classrooms across the United States. Topics include
attention to emerging movements in the longer civil rights history
including citizens with disabilities, LGBTQ+, Black Lives Matter,
art and literature movements, economic access, and civil rights
law. Each theme presented in these chapters gives teachers a
background in which to build civil rights curriculum and discussion
for students. In addition to historical analysis, this volume
provides curriculum development solutions to teach these topics
within an interdisciplinary social studies classroom.
This book theorizes aesthetic classroom management through a
hermeneutical approach with three fields of literature: history and
philosophical foundations of chivalry, chivalry's promulgation
through the Victorian Age, and parallel issues of identity in
twenty-first century teacher education. The aim of the book is to
examine the relationship between chivalric ethos and education. The
presented case study addresses more specifically the following
question: how can chivalry be re-imagined or theorized in an
educational setting? Few studies address the concept of aesthetics
and hermeneutical context in American classroom management and
classroom life, and Attwood pinpoints and traces the medieval
social concept of chivalry through the centuries and argues it has
manifested itself in classroom social construction in the
twenty-first century.
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