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Beyond Equality in the American Classroom: The Case for Inclusive
Education addresses the basis of inclusive education for students
with exceptionalities from the perspective of social justice and
scholarship-activism. Drawing on historical, legislative, and
philosophical references, this book builds the case for including
individuals with exceptionalities in general education classrooms
as a matter of social justice and civil rights. Providing a
comprehensive foundation for exploring the concept of inclusive
education scholastically, Shyman provides a well-organized and
clearly-structured treatise for both the philosophy of inclusive
education as well as a means of putting inclusive education into
practice in American schools. With pointed critiques of the current
trend of standardization and traditionalization in the current
educational climate, a new philosophy for addressing inclusive
education is put forth. The book is both readable and
scholastically legitimate, and can be adapted for personal academic
use or as a teaching tool for undergraduate or graduate classes in
the areas of education, philosophy and sociology.
Reclaiming Our Children, Reclaiming our Schools offers both a
comprehensive censure of the current corporate interest in
privatizing public schooling as well as a framework for attaining
meaningful education reform based in democracy and the combined
will of the public. Using current research and sound philosophical
and ethical arguments, Shyman argues for more attention to be paid
to teacher expertise, participatory democratic practices, genuine
valuation of ethnic and cultural diversity, attention to global
citizenship and cooperation, and the prevention of private
profit-based interests in public schooling policy and practice. By
returning the power of the public school to the public and the true
experts, public schools can become the most important tool in
securing genuine cultural growth leading to a stronger, safer and
more cooperative nation and world.
Reclaiming Our Children, Reclaiming our Schools offers both a
comprehensive censure of the current corporate interest in
privatizing public schooling as well as a framework for attaining
meaningful education reform based in democracy and the combined
will of the public. Using current research and sound philosophical
and ethical arguments, Shyman argues for more attention to be paid
to teacher expertise, participatory democratic practices, genuine
valuation of ethnic and cultural diversity, attention to global
citizenship and cooperation, and the prevention of private
profit-based interests in public schooling policy and practice. By
returning the power of the public school to the public and the true
experts, public schools can become the most important tool in
securing genuine cultural growth leading to a stronger, safer and
more cooperative nation and world.
Vicious Circles traces the history of development of public
education and the near simultaneous advent of educational reform
from its very beginning. Drawing on history, politics, law,
sociology, and educational research, all aspects of public
schooling are brought to light using a non-partisan analytical
approach. Critically examining areas such as institutional racism,
sexism, ableism, ethnocentrism, and xenophobia, as well as the
corporatization and privatization of public schooling, Shyman
extracts the fundamental problems that have ever plagued, and
continue to plague, successful education reform. Essentially,
Shyman demonstrates that little progress in the area of education
reform has ever been made. Rather, the same misinformed, repackaged
efforts by a disconnected and insularly private political elite
have continued to be applied, perpetuating a "vicious circle" of
failed and misguided attempts at education reform.
Vicious Circles traces the history of development of public
education and the near simultaneous advent of educational reform
from its very beginning. Drawing on history, politics, law,
sociology, and educational research, all aspects of public
schooling are brought to light using a non-partisan analytical
approach. Critically examining areas such as institutional racism,
sexism, ableism, ethnocentrism, and xenophobia, as well as the
corporatization and privatization of public schooling, Shyman
extracts the fundamental problems that have ever plagued, and
continue to plague, successful education reform. Essentially,
Shyman demonstrates that little progress in the area of education
reform has ever been made. Rather, the same misinformed, repackaged
efforts by a disconnected and insularly private political elite
have continued to be applied, perpetuating a "vicious circle" of
failed and misguided attempts at education reform.
Beginning with the claim that the field of educating individuals
with Autism Spectrum Disorder is hyper focused on behavior analytic
methodologies, Eric Shyman proffers a polemic in support of
comprehensive educational approaches including relationship-based,
sensory, and behavioral components. By tracing the history of the
development of behavior analysis, interrogating its connection with
Autism Spectrum Disorder, and deeply identifying and exploring the
strengths and weaknesses of multiple approaches that have been
suggested for individuals with Autism Spectrum Disorder, Shyman
argues that for reasons as vast as best practice and social
justice, a comprehensive educational approach is the only
methodology that could be suitable for the complex and
individualized needs presented by individuals with Autism Spectrum
Disorder.
Beginning with the claim that the field of educating individuals
with Autism Spectrum Disorder is hyper focused on behavior analytic
methodologies, Eric Shyman proffers a polemic in support of
comprehensive educational approaches including relationship-based,
sensory, and behavioral components. By tracing the history of the
development of behavior analysis, interrogating its connection with
Autism Spectrum Disorder, and deeply identifying and exploring the
strengths and weaknesses of multiple approaches that have been
suggested for individuals with Autism Spectrum Disorder, Shyman
argues that for reasons as vast as best practice and social
justice, a comprehensive educational approach is the only
methodology that could be suitable for the complex and
individualized needs presented by individuals with Autism Spectrum
Disorder.
Beyond Equality in the American Classroom: The Case for Inclusive
Education addresses the basis of inclusive education for students
with exceptionalities from the perspective of social justice and
scholarship-activism. Drawing on historical, legislative, and
philosophical references, this book builds the case for including
individuals with exceptionalities in general education classrooms
as a matter of social justice and civil rights. Providing a
comprehensive foundation for exploring the concept of inclusive
education scholastically, Shyman provides a well-organized and
clearly-structured treatise for both the philosophy of inclusive
education as well as a means of putting inclusive education into
practice in American schools. With pointed critiques of the current
trend of standardization and traditionalization in the current
educational climate, a new philosophy for addressing inclusive
education is put forth. The book is both readable and
scholastically legitimate, and can be adapted for personal academic
use or as a teaching tool for undergraduate or graduate classes in
the areas of education, philosophy and sociology.
Finding the Teacher Self offers a foundation to begin and sustain a
discussion with preservice and in-service teachers about the role
of teacher identities in the classrooms, what their teacher
identity is, and how they can continue to develop it. The book is
intended to create a backdrop to deepen conversations with and
between teachers and administrators on topics that are often
avoided or devalued in the contemporary education discourse.
Through the delineation of background information from scholarly
sources and related discussion prompts and questions, real and
constructive conversation can be fostered across the educational
landscape including undergraduate and graduate classes, faculty
meetings, professional development workshops, or ongoing
district-based or school-based reflective teaching projects.
Finding the Teacher Self offers a foundation to begin and sustain a
discussion with preservice and in-service teachers about the role
of teacher identities in the classrooms, what their teacher
identity is, and how they can continue to develop it. The book is
intended to create a backdrop to deepen conversations with and
between teachers and administrators on topics that are often
avoided or devalued in the contemporary education discourse.
Through the delineation of background information from scholarly
sources and related discussion prompts and questions, real and
constructive conversation can be fostered across the educational
landscape including undergraduate and graduate classes, faculty
meetings, professional development workshops, or ongoing
district-based or school-based reflective teaching projects.
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