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Internationalization in the Classroom focuses on what it means to
internationalize K-12 and higher education classrooms. Through a
yearlong study, the authors developed methods of internationalizing
curricula, pedagogy, and assessments to explore how globalizing a
classroom can impact positively students. The educators featured in
the volume found that learning with regard to knowledge, culture,
and language skills deepened within an internationalized classroom.
In each chapter, authors focus on providing practical suggestions
for school leaders and educators interested in transforming their
schools and classrooms into places where all students can feel
welcome, all students can learn, and global differences are
addressed and shared in order to capitalize on the richness of
students' various cultures and backgrounds. Moving beyond
traditional views of multicultural education to an emphasis on
international perspectives, this book develops local notions of
race and class into global understandings of cultures, religions,
and language.
Because literacy is never politically neutral, it is our hope that
readers of this text will understand the significance of creating
learning environments that emphasize the relationship between power
and literacy. This book focuses attention on what can happen when
teachers and students are empowered as they collaborate towards a
common goal. Designed to balance theory and praxis, this book
provides opportunities for teachers to begin conceiving of and
building integrated literacy curricula that prioritizes the lived
experiences and insights of their students, rather than emphasizes
decontextualized lists of facts to be memorized or skills to be
obtained. This book speaks to the needs of teacher candidates and
practicing teachers who wish to engage more openly and fully with
the current landscape of diverse learners, biased educational
practices, and inequitable learning opportunities. The objective is
to provide a means by which hopeful educators can begin to face the
challenges of diverse classrooms in order to promote social justice
and equity literacy by reimagining and reshaping both policy and
practice.
Because literacy is never politically neutral, it is our hope that
readers of this text will understand the significance of creating
learning environments that emphasize the relationship between power
and literacy. This book focuses attention on what can happen when
teachers and students are empowered as they collaborate towards a
common goal. Designed to balance theory and praxis, this book
provides opportunities for teachers to begin conceiving of and
building integrated literacy curricula that prioritizes the lived
experiences and insights of their students, rather than emphasizes
decontextualized lists of facts to be memorized or skills to be
obtained. This book speaks to the needs of teacher candidates and
practicing teachers who wish to engage more openly and fully with
the current landscape of diverse learners, biased educational
practices, and inequitable learning opportunities. The objective is
to provide a means by which hopeful educators can begin to face the
challenges of diverse classrooms in order to promote social justice
and equity literacy by reimagining and reshaping both policy and
practice.
Towards Anti-Racist Educational Research: Radical Moments and
Movements is a call for educational researchers and teachers to
engage in the work needed to be anti-racist. In the academy, there
is no place for neutrality when it comes to race. One either
endorses the idea of a racial hierarchy or that of racial equality.
Educators and researchers either believe problems are rooted in
groups of people or locate the roots of problems in power and
policies. Therefore, we can either allow racial inequities to
continue or confront racial inequities. Delane Bender-Slack and
Francis Godwyll work to confront those racial inequities in
educational research. As they continue to grapple with their role
in radical moments and movements-from various identities,
perspectives, and positionalities-they strive to identify their
intellectual, social, and cultural labor in their research, and in
this writing, as anti-racist. The editors define what it could mean
to be anti-racist in research methods, projects, and agendas, and
they pose the following questions: How do we ask anti-racist
research questions? How do we create anti-racist curricula? How do
we design anti-racist policies? What does it mean to be racially
humanizing educational researchers? How do we intentionally work
towards racial justice?
The author argues that modern notions of literacy can and should be
informed by past successes in the field of literacy, but that there
may be geographic and linguistic obstacles to knowing about them.
Consequently, this book offers a view of the 1980 Cruzada Nacional
de Alfabetizacion (CNA) or the National Literacy Crusade through
the lens of a contemporary literacy professional in the United
States. The goals of this book are to critically examine an
important moment in the global history of literacy, celebrate the
many successes of the crusade, analyze the transformative
possibilities of such an endeavor, uncover the implications of the
campaign for literacy today, and share an understanding of this
historical event with an English-speaking audience. Practicing
teachers, preservice teachers, teacher educators, and those
interested in transforming education will read this book and engage
in critical, collegial dialogue about what we do in schools, why we
do what we do, and what might need to change in order to better
meet the needs of our students, their teachers, and our democracy.
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