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In the 21st century, issues around diversity and social justice
have become popular buzz words in the educational discourse. This
volume moves beyond "popular buzz" to critically explore issues of
diversity and social justice through research studies that capture
the complexity of educating in the 21st century. Drawing from a
wide range of topics such as race, gender, sexual orientation,
social class, language, parental involvement and special needs
along with other issues; this volume pushes the boundaries of
exploring diversity and social justice through the lens of
intersectionality. It will be helpful for scholars and
practitioners seeking to transform the educational experiences of
historically underserved students.
Whiteness is a narrative. It is the privileged dimension of the
complex story of "race" that was, and continues to be, seminal in
shaping the socio-economic structure and cultural climate of the
United States and other Western nations. Without acknowledging this
story, it is impossible to understand fully the current political
and social contexts in which we live. Critical Multicultural
Perspectives on Whiteness explores multiple analyses of whiteness,
drawing on both past and current key sources to tell the story in a
more comprehensive way. This book features both iconic essays that
address the social construction of whiteness and critical
resistance as well as excellent new critical perspectives.
In this provocative collection of essays with a distinctly critical
and nuanced approach to how democracy is taught, learned,
understood, and lived, authors from four continents share their
visions on how democracy needs to be cultivated, critiqued,
demonstrated, and manifested throughout the educational experience.
The collective concern is how we actually do democracy in
education. The essays argue that democracy must be infused in
everything that happens at school: curriculum, extra-curricular
activities, interaction with parents and communities, and through
formal organization and structures. One of the book's central
questions is: Are educators merely teaching students skills and
knowledge to prepare them for the world of work, or is education
more about encouraging students to thrive within a pluralistic
society? This book reveals that democracy is an ethos, an ideology,
a set of values, a philosophy, and a complex and dynamic terrain
that is a contested forum for debate. From seasoned veterans to
emerging scholars, these writers challenge the idea that there is
only one type of democracy, or that democracy is defined by
elections. Using a range of theoretical, conceptual, and
methodological approaches, each essay makes a compelling case for
how education can advance a more critical engagement in democracy
that promotes social justice and political literacy for all.
Diverse examples illustrate the theme of doing democracy. With its
numerous models for teaching and learning to encourage critical
thinking and engagement, this book is certain to be an invaluable
resource to educators, researchers, students, and anyone with a
passion for democratic ideals.
This book has won the Publication Award: Multiauthored or Edited
Books from the Canadian Association of Foundations of Education
(CAFE) This captivating book opens a multi-vocal and layered
conversation on critical contemporary issues in teacher education.
As a provocative example of self-study research, each part of the
book shows the richness and productivity of collaborative,
practice-based research, oriented to critical issues in teacher
education. In bringing forward key issues in teacher education,
Provoking Conversations on Inquiry in Teacher Education also
demonstrates an exercise of practical judgment, that is, to show
how certain kinds of research and writing can address the real life
issues encountered in practice. The bold effort to make their work
public and invite responses represents a deliberate attempt by the
authors to reveal the importance of critical conversations. Invited
responses by critical friends from other institutions demonstrate
that conversations about practices in teacher education must remain
open-ended and responsive to a plurality of thought and experience.
In the 21st century, issues around diversity and social justice
have become popular buzz words in the educational discourse. This
volume moves beyond "popular buzz" to critically explore issues of
diversity and social justice through research studies that capture
the complexity of educating in the 21st century. Drawing from a
wide range of topics such as race, gender, sexual orientation,
social class, language, parental involvement and special needs
along with other issues; this volume pushes the boundaries of
exploring diversity and social justice through the lens of
intersectionality. It will be helpful for scholars and
practitioners seeking to transform the educational experiences of
historically underserved students.
Whiteness is a narrative. It is the privileged dimension of the
complex story of "race" that was, and continues to be, seminal in
shaping the socio-economic structure and cultural climate of the
United States and other Western nations. Without acknowledging this
story, it is impossible to understand fully the current political
and social contexts in which we live. Critical Multicultural
Perspectives on Whiteness explores multiple analyses of whiteness,
drawing on both past and current key sources to tell the story in a
more comprehensive way. This book features both iconic essays that
address the social construction of whiteness and critical
resistance as well as excellent new critical perspectives.
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