|
Showing 1 - 5 of
5 matches in All Departments
Black Participatory Research explores research partnerships that
disrupt inequality, create change, and empower racially
marginalized communities. Through presenting a series of
co-reflections from professional and community researchers in
different locations, this book explores the conflicts and tensions
that emerge when professional interests, class and socio-economic
statuses, age, geography, and cultural and language differences
emerge alongside racial identity as central ways of seeing and
being ourselves. Through the investigations of black researchers
who collaborated in participatory research projects in post-Katrina
New Orleans, USA the greater Philadelphia-New Jersey-Delaware
region in the northeastern USA, and Senegal, West Africa, this book
offers candid reflections of how shared identity, experiences, and
differences shape the nature and process of participatory research.
The word "dignity" isn't typically used in education, yet it's at
the core of strong pedagogy. This book names the concept and shows
readers what education looks like when it is centered on students'
dignity. By bringing together a collection of chapters written by
authors with wide-ranging expertise, this volume presents a
powerful approach to education that reminds people of their
somebodiness-the premise that each person inherently possesses the
intellectual acumen and creative resources to pursue development on
their own terms. This timely book brings dignity into sharper
focus, moving the field toward a language that captures what is
required for oppressed communities to recognize their potential. It
synthesizes research for educators, school leaders, and educational
activists to help them make sense of what they are working for and
against: dignity and the numerous affronts to it. Dignity-Affirming
Education is important reading for anyone who works with students
of any age, including nontraditional or adult learners, in formal
and informal educational contexts.Book Features: Provides a clear
picture of how educators can affirm students' dignity in their
everyday practice. Outlines an approach to social-emotional
learning (SEL) that takes social processes such as stigma,
exclusion, and marginalization into account. Offers vivid portraits
of what dignity-affirming education can be for a variety of
settings. Contributes to a new vocabulary for seeing educational
processes as students experience them. Presents rigorous research
in a way that is digestible for policymakers, practitioners, and
scholars alike. Provides a base for emerging study and sets the
stage for additional inquiry and research.
Antiracist work in education has proceeded as if the only social
relation at issue is the one between white people and people of
color. But what if our antiracist efforts are being undermined by
unexamined difficulties and struggles among white people? Whiteness
at the Table examines whiteness in the lived experiences of young
children, family members, students, teachers, and school
administrators. It focuses on racism and antiracism within the
context of relationships. Its authors argue that we cannot read or
understand whiteness as a phenomenon without attending to the
everyday complexities and conflicts of white people's lives. This
edited volume is entitled Whiteness at the Table, then, for at
least three reasons. First, the title evokes the origins of this
book in the ongoing storytelling and theorizing of the Midwest
Critical Whiteness Collective-a small collective of antiracist
educators, scholars, and activists who have been gathering at its
founders' dining room table for almost a decade. Second, the book's
authors are theorizing whiteness not just in terms of structural
aspects of white power, but in terms of how whiteness is reproduced
and challenged in the day-to-day interactions and relationships of
white people. In this sense, whiteness is always already at the
table, and this book seeks to illuminate how and why this is so.
Finally, one of the primary aims of Whiteness at the Table is to
persuade white people of their moral and political responsibility
to bring whiteness-as an explicit topic, as perhaps the most
important problem to be solved at this historical moment-to the
table. This responsibility to theorize and combat whiteness cannot
and should not fall only to people of color.
Antiracist work in education has proceeded as if the only social
relation at issue is the one between white people and people of
color. But what if our antiracist efforts are being undermined by
unexamined difficulties and struggles among white people? Whiteness
at the Table examines whiteness in the lived experiences of young
children, family members, students, teachers, and school
administrators. It focuses on racism and antiracism within the
context of relationships. Its authors argue that we cannot read or
understand whiteness as a phenomenon without attending to the
everyday complexities and conflicts of white people's lives. This
edited volume is entitled Whiteness at the Table, then, for at
least three reasons. First, the title evokes the origins of this
book in the ongoing storytelling and theorizing of the Midwest
Critical Whiteness Collective-a small collective of antiracist
educators, scholars, and activists who have been gathering at its
founders' dining room table for almost a decade. Second, the book's
authors are theorizing whiteness not just in terms of structural
aspects of white power, but in terms of how whiteness is reproduced
and challenged in the day-to-day interactions and relationships of
white people. In this sense, whiteness is always already at the
table, and this book seeks to illuminate how and why this is so.
Finally, one of the primary aims of Whiteness at the Table is to
persuade white people of their moral and political responsibility
to bring whiteness-as an explicit topic, as perhaps the most
important problem to be solved at this historical moment-to the
table. This responsibility to theorize and combat whiteness cannot
and should not fall only to people of color.
The word "dignity" isn't typically used in education, yet it's at
the core of strong pedagogy. This book names the concept and shows
readers what education looks like when it is centered on students'
dignity. By bringing together a collection of chapters written by
authors with wide-ranging expertise, this volume presents a
powerful approach to education that reminds people of their
somebodiness—the premise that each person inherently possesses
the intellectual acumen and creative resources to pursue
development on their own terms. This timely book brings dignity
into sharper focus, moving the field toward a language that
captures what is required for oppressed communities to recognize
their potential. It synthesizes research for educators, school
leaders, and educational activists to help them make sense of what
they are working for and against: dignity and the numerous affronts
to it. Dignity-Affirming Education is important reading for anyone
who works with students of any age, including nontraditional or
adult learners, in formal and informal educational contexts.Book
Features: Provides a clear picture of how educators can affirm
students' dignity in their everyday practice. Outlines an approach
to social-emotional learning (SEL) that takes social processes such
as stigma, exclusion, and marginalization into account. Offers
vivid portraits of what dignity-affirming education can be for a
variety of settings. Contributes to a new vocabulary for seeing
educational processes as students experience them. Presents
rigorous research in a way that is digestible for policymakers,
practitioners, and scholars alike. Provides a base for emerging
study and sets the stage for additional inquiry and research.
|
|