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Years of political violence and protests against injustice have
revived interest in teaching civics in schools. The problem? Civic
education—as it currently exists—privileges systems, not
students. It promotes incremental change within a broken democracy
rather than responding to the youth-led movements that call for the
abolition of inequitable social structures. What will it take to
prepare young people for the just future they are fighting for?
Civics for the World to Come offers educators a framework for
designing the critical civic education that our students deserve.
Synthesising perspectives on democratic life from critical race
theory, ethnic studies, Afrofuturism, and critical literacy, the
book presents key practices for cultivating youth civic agency
grounded in equity and justice. The authors explore five
world-building civic skills (Inquiry, Storytelling, Imagination,
Networking and Advocacy) and introduce readers to real learning
communities where students and educators are transforming
themselves and society.
The role of the humble school bus in transforming education in
America Everyone knows the yellow school bus. It's been invisible
and also omnipresent for a century. Antero Garcia shows how the
U.S. school bus, its form unaltered for decades, is the most
substantial piece of educational technology to ever shape how
schools operate. As it noisily moves young people across the
country every day, the bus offers the opportunity for a necessary
reexamination of what "counts" as educational technology.
Particularly in light of these buses being idled in pandemic times,
All through the Town questions what we take for granted and what we
overlook in public schooling in America, pushing for liberatory
approaches to education that extend beyond notions of school
equity. Forerunners: Ideas First is a thought-in-process series of
breakthrough digital publications. Written between fresh ideas and
finished books, Forerunners draws on scholarly work initiated in
notable blogs, social media, conference plenaries, journal
articles, and the synergy of academic exchange. This is gray
literature publishing: where intense thinking, change, and
speculation take place in scholarship.
Doing Youth Participatory Action Research offers an unprecedented,
in-depth exploration of the pragmatics and possibilities of
youth-driven research. Drawing upon multiple years of experience
engaging youth in rigorous, critical inquiry about the conditions
impacting their lives, the authors examine how YPAR encourages the
educational community to re-imagine the capabilities of young
people and the purposes of teaching, learning, and research itself.
Much more than a "how-to" guide for those interested in creating
their own YPAR projects, this book draws upon the voices of
students and educators, as well as the multiple historical
traditions of critical research, to describe how youth inquiry
transforms each step of the traditional research process. From
identifying research questions to collecting data and disseminating
findings, each chapter details how YPAR revolutionizes traditional
conceptions of who produces knowledge, how it is produced, and for
what purposes. The book weaves together research, policy, and
practice to offer YPAR as a practice with the power to challenge
entrenched social and educational inequalities, empower critically
aware youth, and revolutionize pedagogy in classrooms and
communities. For researchers, educators, community members, and
youth who want to connect, question, and transform the world
collectively, Doing Youth Participatory Action Research is a rich
source of both pragmatic methodological guidance and inspiration.
Once, teachers who knew their content area and knew how to teach it
were respected as professionals. Now there is an additional type of
competency required: in addition to content and pedagogical
knowledge, educators need advocacy skills. In this groundbreaking
collection, literacy educators describe how they are redefining
what it means to be a teaching professional. Teachers share how
they are trying to change the conversation surrounding literacy and
literacy instruction by explaining to colleagues, administrators,
parents and community members why they teach in particular
research-based ways, so often contradicted by mandated curricula
and standardised assessments. Teacher educators also share how they
are introducing an advocacy approach to preservice and practising
teachers, helping prepare teachers for this new professionalism.
Both groups practice what the authors call "everyday advocacy": the
day-to-day actions teachers are taking to change the public
narrative surrounding schools, teachers and learning.
Doing Youth Participatory Action Research offers an unprecedented,
in-depth exploration of the pragmatics and possibilities of
youth-driven research. Drawing upon multiple years of experience
engaging youth in rigorous, critical inquiry about the conditions
impacting their lives, the authors examine how YPAR encourages the
educational community to re-imagine the capabilities of young
people and the purposes of teaching, learning, and research itself.
Much more than a "how-to" guide for those interested in creating
their own YPAR projects, this book draws upon the voices of
students and educators, as well as the multiple historical
traditions of critical research, to describe how youth inquiry
transforms each step of the traditional research process. From
identifying research questions to collecting data and disseminating
findings, each chapter details how YPAR revolutionizes traditional
conceptions of who produces knowledge, how it is produced, and for
what purposes. The book weaves together research, policy, and
practice to offer YPAR as a practice with the power to challenge
entrenched social and educational inequalities, empower critically
aware youth, and revolutionize pedagogy in classrooms and
communities. For researchers, educators, community members, and
youth who want to connect, question, and transform the world
collectively, Doing Youth Participatory Action Research is a rich
source of both pragmatic methodological guidance and inspiration.
An introduction to annotation as a genre--a synthesis of reading,
thinking, writing, and communication--and its significance in
scholarship and everyday life. Annotation--the addition of a note
to a text--is an everyday and social activity that provides
information, shares commentary, sparks conversation, expresses
power, and aids learning. It helps mediate the relationship between
reading and writing. This volume in the MIT Press Essential
Knowledge series offers an introduction to annotation and its
literary, scholarly, civic, and everyday significance across
historical and contemporary contexts. It approaches annotation as a
genre--a synthesis of reading, thinking, writing, and
communication--and offer examples of annotation that range from
medieval rubrication and early book culture to data labeling and
online reviews.
Contributions by Bart Beaty, Jenny Blenk, Ben Bolling, Peter E.
Carlson, Johnathan Flowers, Antero Garcia, Dale Jacobs, Ebony
Flowers Kalir, James Kelley, Susan E. Kirtley, Frederik Byrn
Kohlert, John A. Lent, Leah Misemer, Johnny Parker II, Nick
Sousanis, Aimee Valentine, and Benjamin J. Villarreal More and more
educators are using comics in the classroom. As such, this edited
volume Sets out the stakes, definitions, and exemplars of recent
comics pedagogy, from K-12 contexts to higher education instruction
to ongoing communities of scholars working outside of the academy.
Building upon interdisciplinary approaches to teaching comics and
teaching with comics, this book brings together diverse voices to
share key theories and research on comics pedagogy. By gathering
scholars, creators, and educators across various fields and in K-12
as well as university Settings, editors Susan E. Kirtley, Antero
Garcia, and Peter E. Carlson significantly expand scholarship. This
valuable resource offers both critical pieces and engaging
interviews with key comics professionals who reflect on their own
teaching experience and on considerations of the benefits of
creating comics in education. Included are interviews with
acclaimed comics writers Lynda Barry, Brian Michael Bendis, Kelly
Sue DeConnick, and David Walker, as well as essays spanning from
studying the use of superhero comics in the classroom to the ways
comics can enrich and empower young readers. The inclusion of
creators, scholars, and teachers leads to perspectives that make
this volume unlike any other currently available. These voices echo
the diverse needs of the many stakeholders invested in using comics
in education today.
Contributions by Bart Beaty, Jenny Blenk, Ben Bolling, Peter E.
Carlson, Johnathan Flowers, Antero Garcia, Dale Jacobs, Ebony
Flowers Kalir, James Kelley, Susan E. Kirtley, Frederik Byrn
Kohlert, John A. Lent, Leah Misemer, Johnny Parker II, Nick
Sousanis, Aimee Valentine, and Benjamin J. Villarreal More and more
educators are using comics in the classroom. As such, this edited
volume Sets out the stakes, definitions, and exemplars of recent
comics pedagogy, from K-12 contexts to higher education instruction
to ongoing communities of scholars working outside of the academy.
Building upon interdisciplinary approaches to teaching comics and
teaching with comics, this book brings together diverse voices to
share key theories and research on comics pedagogy. By gathering
scholars, creators, and educators across various fields and in K-12
as well as university Settings, editors Susan E. Kirtley, Antero
Garcia, and Peter E. Carlson significantly expand scholarship. This
valuable resource offers both critical pieces and engaging
interviews with key comics professionals who reflect on their own
teaching experience and on considerations of the benefits of
creating comics in education. Included are interviews with
acclaimed comics writers Lynda Barry, Brian Michael Bendis, Kelly
Sue DeConnick, and David Walker, as well as essays spanning from
studying the use of superhero comics in the classroom to the ways
comics can enrich and empower young readers. The inclusion of
creators, scholars, and teachers leads to perspectives that make
this volume unlike any other currently available. These voices echo
the diverse needs of the many stakeholders invested in using comics
in education today.
Alternate Reality Games (ARGs) challenge what players understand as
"real." Alternate Reality Games and the Cusp of Digital Gameplay is
the first collection to explore and define the possibilities of
ARGs. Though prominent examples have existed for more than two
decades, only recently have ARGs come to the prominence as a unique
and highly visible digital game genre. Adopting many of the same
strategies as online video games, ARGs blur the distinction between
real and fictional. With ARGs continuing to be an important and
blurred space between digital and physical gameplay, this volume
offers clear analysis of game design, implementation, and
ramifications for game studies. Divided into three distinct
sections, the contributions include first hand accounts by leading
ARG creators, scholarly analysis of the meaning behind ARGs, and
explorations of how ARGs are extending digital tools for analysis.
By balancing the voices of designers, players, and researchers,
this collection highlights how the Alternate Reality Game genre is
transforming the ways we play and interact today.
Alternate Reality Games (ARGs) challenge what players understand as
"real." Alternate Reality Games and the Cusp of Digital Gameplay is
the first collection to explore and define the possibilities of
ARGs. Though prominent examples have existed for more than two
decades, only recently have ARGs come to the prominence as a unique
and highly visible digital game genre. Adopting many of the same
strategies as online video games, ARGs blur the distinction between
real and fictional. With ARGs continuing to be an important and
blurred space between digital and physical gameplay, this volume
offers clear analysis of game design, implementation, and
ramifications for game studies. Divided into three distinct
sections, the contributions include first hand accounts by leading
ARG creators, scholarly analysis of the meaning behind ARGs, and
explorations of how ARGs are extending digital tools for analysis.
By balancing the voices of designers, players, and researchers,
this collection highlights how the Alternate Reality Game genre is
transforming the ways we play and interact today.
Can you imagine future learning environments devoid of the systemic
inequities that stifle student learning opportunities and teacher
decision-making in most classrooms today? This volume offers the
necessary steps—playful, participatory, historically
informed—that are required to forge a pathway from the present
U.S. educational landscape to a freer tomorrow. The authors use
speculative approaches to teacher education and student learning to
intentionally design beyond the boundaries of traditional research
and practitioner resources that seek to "fix" current schooling
conditions. Building from visionary organizing and artistic
traditions that have captured the popular imagination, this volume
suggests new forms of engagement for diverse learners. It
pragmatically explores how to work toward radical new spaces of
possibility for learning and teaching. Chapters include a range of
learning contexts, from problem solving in complex video game
settings to innovative world-building alongside young people in
schools and communities. Readers will be inspired to completely
rethink what is possible when it comes to justice-oriented,
culturally responsive education. Book Features: A collection of
over 40 contributors explore speculative education across a range
of research settings. Examples of digital learning that include
videogames and online collaboration. Multiple chapters that feature
co-authored research and innovation with students and teachers.
Innovative design and pedagogical strategies, including a chapter
re-writing policy documents based on speculative imagination.
Can you imagine future learning environments devoid of the systemic
inequities that stifle student learning opportunities and teacher
decision-making in most classrooms today? This volume offers the
necessary steps—playful, participatory, historically
informed—that are required to forge a pathway from the present
U.S. educational landscape to a freer tomorrow. The authors use
speculative approaches to teacher education and student learning to
intentionally design beyond the boundaries of traditional research
and practitioner resources that seek to "fix" current schooling
conditions. Building from visionary organizing and artistic
traditions that have captured the popular imagination, this volume
suggests new forms of engagement for diverse learners. It
pragmatically explores how to work toward radical new spaces of
possibility for learning and teaching. Chapters include a range of
learning contexts, from problem solving in complex video game
settings to innovative world-building alongside young people in
schools and communities. Readers will be inspired to completely
rethink what is possible when it comes to justice-oriented,
culturally responsive education. Book Features: A collection of
over 40 contributors explore speculative education across a range
of research settings. Examples of digital learning that include
videogames and online collaboration. Multiple chapters that feature
co-authored research and innovation with students and teachers.
Innovative design and pedagogical strategies, including a chapter
re-writing policy documents based on speculative imagination.
Learn how to develop and sustain multimodal, project-based learning
(PBL) instruction in secondary English Language Arts classrooms.
National standards encourage authentic forms of reading, writing,
and communication that can support college and career readiness,
and this book highlights PBL as a powerful way to harness students'
interests and engage them in academically rigorous learning. The
authors provide specific, research-informed curricular approaches
and instructional guidance for classroom teachers, as well as an
overview of the dimensions of PBL that are often overlooked in the
broad expectations of inquiry-based teaching. Instead of "quick
fix" lessons, Compose Our World explores how core dimensions of
equitable teaching-such as social and emotional support, universal
design for learning, and cultivating classroom community-function
as the bedrock for student success in PBL contexts and beyond.Book
Features: Based on the authors' extensive experience developing and
studying a PBL curriculum. Brings PBL to life through classroom
vignettes and teacher and student voices. Provides classroom
resources that facilitate customization to unique contexts. Shares
ideas for developing teacher communities around PBL practices.
Offers additional curriculum materials online. Appropriate for ELA
teachers new to PBL, as well as veterans.
Learn how to develop and sustain multimodal, project-based learning
(PBL) instruction in secondary English Language Arts classrooms.
National standards encourage authentic forms of reading, writing,
and communication that can support college and career readiness,
and this book highlights PBL as a powerful way to harness students'
interests and engage them in academically rigorous learning. The
authors provide specific, research-informed curricular approaches
and instructional guidance for classroom teachers, as well as an
overview of the dimensions of PBL that are often overlooked in the
broad expectations of inquiry-based teaching. Instead of "quick
fix" lessons, Compose Our World explores how core dimensions of
equitable teaching-such as social and emotional support, universal
design for learning, and cultivating classroom community-function
as the bedrock for student success in PBL contexts and beyond.Book
Features: Based on the authors' extensive experience developing and
studying a PBL curriculum. Brings PBL to life through classroom
vignettes and teacher and student voices. Provides classroom
resources that facilitate customization to unique contexts. Shares
ideas for developing teacher communities around PBL practices.
Offers additional curriculum materials online. Appropriate for ELA
teachers new to PBL, as well as veterans.
This book proposes a pedagogical model called "Pose, Wobble, Flow"
to encapsulate the challenge of teaching and the process of growing
as an educator who questions existing inequities in schooling and
society and frames teaching around a commitment to changing them.
The authors provide six different culturally proactive teaching
stances or "poses" that secondary ELA teachers can use to meet the
needs of all students, whether they are historically marginalized
or privileged. They describe how teachers can expect to "wobble" as
they adapt instruction to the needs of their students, while also
incorporating new insights about their own cultural positionality
and preconceptions about teaching. Teachers are encouraged to
recognize this flexibility as a positive process or "flow" that can
be used to address challenges and adopt ambitious teaching
strategies like those depicted in this book. Each chapter
highlights a particular pose, describes how to work through common
wobbles, incorporates teacher voices, and provides questions for
further discussion. Pose, Wobble, Flow presents a promising
framework for disrupting the pervasive myth that there is one set
of surefire, culturally neutral "best" practices.
This book proposes a pedagogical model called "Pose, Wobble, Flow"
to encapsulate the challenge of teaching and the process of growing
as an educator who questions existing inequities in schooling and
society and frames teaching around a commitment to changing them.
The authors provide six different culturally proactive teaching
stances or "poses" that secondary ELA teachers can use to meet the
needs of all students, whether they are historically marginalized
or privileged. They describe how teachers can expect to "wobble" as
they adapt instruction to the needs of their students, while also
incorporating new insights about their own cultural positionality
and preconceptions about teaching. Teachers are encouraged to
recognize this flexibility as a positive process or "flow" that can
be used to address challenges and adopt ambitious teaching
strategies like those depicted in this book. Each chapter
highlights a particular pose, describes how to work through common
wobbles, incorporates teacher voices, and provides questions for
further discussion. Pose, Wobble, Flow presents a promising
framework for disrupting the pervasive myth that there is one set
of surefire, culturally neutral "best" practices.
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