|
Showing 1 - 19 of
19 matches in All Departments
Learn how to increase students' skills as writers and storytellers
with an innovative, inclusive, and empowering framework for
teaching writing that centers student voice. Tell Your Story:
Teaching Students to Become World-Changing Thinkers and Writers
explores how to help students see themselves as writers and
storytellers who are developing the skills and techniques to
communicate in ways that resonate with various audiences. When
students make that shift and see themselves as active and valued
participants in their own communities, cultures, and literary
journeys, they become powerful writers eager to explore and share
ideas.With the strategies in this book, you can Create an
environment of belonging that fosters creativity and confidence.
Demonstrate the value of oral and visual storytelling. Teach story
structure, both old and new and in a variety of genres. Offer a
variety of role models and exemplars through mentor texts. Assess
and confer with student writers to help them improve their skills.
Value students' voices as future agents of change. When you help
students unlock the stories they want to tell, you'll see writing
anxieties and resistance fade as students come alive to the
multitude of ways in which they can make their voices heard.
Storytelling can be a wellness practice, a tool for empowerment,
and a method for self-understanding and self-expression. For all
students, storytelling is a path to lifelong learning and to
realizing the full power of their voice and their potential to
change the world.
Building on and inspired by the work of Paulo Freire, this book
offers an accessible introduction to how children’s literature
can be used in classrooms to explore cultural diversity and nurture
collective qualities of shared joy, love and agency. The authors
show how critical pedagogy and culturally responsive instruction
can create meaningful ways for parents, teachers, and community
leaders to engage with children's and young adult literature. The
chapters include discussions of polyvocality, student voice,
critical parent engagement, hip hop and digital popular culture.
The authors demonstrate how readings of children’s literature,
particularly multicultural literature, increase student joy, and
engagement, reduce prejudice, and help students develop critical
consciousness. Unique and theoretically grounded, the book presents
many opportunities to weave the ideas of Freire into the fabric of
K-12 schooling.
This book examines the opportunities, orientations and outcomes
that shape education for Black people across time, place and space
throughout the African diaspora. It bridges gaps in education
studies and African diaspora studies, noting the connections
between these two formative fields as central to a fuller
understanding of the history and futurity of African descendants
around the world. The chapters in this volume showcase the work of
scholars across disciplinary boundaries, national contexts, and
methodological expertise, all of whom are deeply concerned with
education for Black children, young people and adults from critical
perspectives. Crucially, this volume explores the social,
political, psychic, and material dimensions of education for Black
people within the African diaspora as already part of a larger
global phenomenon—linking the national and the international, the
local and the global for a more comprehensive understanding of the
past, present and future of education for people of African descent
around the world. Education Across the African Diaspora will be a
key resource for scholars and researcher of education studies,
African diaspora studies, education history, African studies, black
studies, ethnic studies and sociology. This book was originally
published as a special issue of Peabody Journal of Education.
This book furthers the discussion concerning critical pedagogy and
its practical applications for urban contexts. It addresses two
looming, yet under-explored questions that have emerged with the
ascendancy of critical pedagogy in the educational discourse: (1)
What does critical pedagogy look like in work with urban youth? and
(2) How can a systematic investigation of critical work enacted in
urban contexts simultaneously draw upon and push the core tenets of
critical pedagogy? Addressing the tensions inherent in enacting
critical pedagogy - between working to disrupt and to successfully
navigate oppressive institutionalized structures, and between the
practice of critical pedagogy and the current standards-driven
climate - The Art of Critical Pedagogy seeks to generate authentic
internal and external dialogues among educators in search of texts
that offer guidance for teaching for a more socially just world.
Challenging the assumption that access to technology is pervasive
and globally balanced, this book explores the real and potential
limitations placed on young people's literacy education by their
limited access to technology and digital resources. Drawing on
research studies from around the globe, Stories from Inequity to
Justice in Literacy Education identifies social, economic, racial,
political and geographical factors which can limit populations'
access to technology, and outlines the negative impact this can
have on literacy attainment. Reflecting macro, meso and micro
inequities, chapters highlight complex issues surrounding the
productive use of technology and the mobilization of multimodal
texts for academic performance and illustrate how digital divides
might be remedied to resolve inequities in learning environments
and beyond. Contesting the digital divides which are implicitly
embedded in aspects of everyday life and learning, this text will
be of great interest to researchers and post-graduate academics in
the field of literacy education.
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.
Building on and inspired by the work of Paulo Freire, this book
offers an accessible introduction to how children’s literature
can be used in classrooms to explore cultural diversity and nurture
collective qualities of shared joy, love and agency. The authors
show how critical pedagogy and culturally responsive instruction
can create meaningful ways for parents, teachers, and community
leaders to engage with children's and young adult literature. The
chapters include discussions of polyvocality, student voice,
critical parent engagement, hip hop and digital popular culture.
The authors demonstrate how readings of children’s literature,
particularly multicultural literature, increase student joy, and
engagement, reduce prejudice, and help students develop critical
consciousness. Unique and theoretically grounded, the book presents
many opportunities to weave the ideas of Freire into the fabric of
K-12 schooling.
Critical Literacy and Urban Youth offers an interrogation of
critical theory developed from the author's work with young people
in classrooms, neighborhoods, and institutions of power. Through
cases, an articulated process, and a theory of literacy education
and social change, Morrell extends the conversation among literacy
educators about what constitutes critical literacy while also
examining implications for practice in secondary and postsecondary
American educational contexts. This book is distinguished by its
weaving together of theory and practice. Morrell begins by arguing
for a broader definition of the "critical" in critical literacy -
one that encapsulates the entire Western philosophical tradition as
well as several important "Othered" traditions ranging from
postcolonialism to the African-American tradition. Next, he looks
at four cases of critical literacy pedagogy with urban youth:
teaching popular culture in a high school English classroom;
conducting community-based critical research; engaging in
cyber-activism; and doing critical media literacy education.
Lastly, he returns to theory, first considering two areas of
critical literacy pedagogy that are still relatively unexplored:
the importance of critical reading and writing in constituting and
reconstituting the self, and critical writing that is not just
about coming to a critical understanding of the world but that
plays an explicit and self-referential role in changing the world.
Morrell concludes by outlining a grounded theory of critical
literacy pedagogy and considering its implications for literacy
research, teacher education, classroom practice, and advocacy work
for social change.
Becoming Critical Researchers analyzes the findings of a two-year
ethnographic study of the apprenticeship of urban youth as critical
researchers of popular culture. Drawing on new literacy studies,
critical pedagogy, and sociocultural learning theory, this book
documents the changes in student participation within a critical
research-focused community of practice. These changes include the
acquisition and development of academic and critical literacies and
the resulting translations of these literacies into increased
academic performance, greater access to college, and commitment to
social action. This book inserts critical and postmodern theory
into the conception and evaluation of classroom practice and its
findings suggest that programs centering on the lived experiences
of teens can indeed achieve the goals of critical education, while
also promoting academic achievement in urban schools.
Challenging the assumption that access to technology is pervasive
and globally balanced, this book explores the real and potential
limitations placed on young people's literacy education by their
limited access to technology and digital resources. Drawing on
research studies from around the globe, Stories from Inequity to
Justice in Literacy Education identifies social, economic, racial,
political and geographical factors which can limit populations'
access to technology, and outlines the negative impact this can
have on literacy attainment. Reflecting macro, meso and micro
inequities, chapters highlight complex issues surrounding the
productive use of technology and the mobilization of multimodal
texts for academic performance and illustrate how digital divides
might be remedied to resolve inequities in learning environments
and beyond. Contesting the digital divides which are implicitly
embedded in aspects of everyday life and learning, this text will
be of great interest to researchers and post-graduate academics in
the field of literacy education.
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.
This authoritative text and PreK-12 teacher resource is now in a
substantially revised seventh edition with 80% new material,
foregrounding advances in inclusive, equitable instruction.
Teachers are guided through every major component of reading, as
well as assessment, motivation, teaching bilingual learners,
strengthening connections with families and communities, and more.
The book presents principles and strategies for teaching literature
and nonfiction texts, organizing and differentiating instruction,
supporting struggling readers, and promoting digital literacy.
Pedagogical features include chapter-opening bulleted previews of
key points; reviews of the research evidence; recommendations for
best practices in action, with examples from exemplary classrooms;
and end-of-chapter engagement activities. New to This Edition
*Chapter on culturally responsive teaching, plus more attention to
social justice and equity throughout. *Chapter on supporting
students in the “invisible middle.” *Important new focus on
social–emotional learning (SEL). *All chapters thoroughly revised
or rewritten to reflect current research, theory, and instructional
practices.
Over the course of the twentieth century, education was a key site
for envisioning opportunities for African Americans, but the very
schools they attended sometimes acted as obstacles to black
flourishing. Educating Harlem brings together a multidisciplinary
group of scholars to provide a broad consideration of the history
of schooling in perhaps the nation's most iconic black community.
The volume traces the varied ways that Harlem residents defined and
pursued educational justice for their children and community
despite consistent neglect and structural oppression. Contributors
investigate the individuals, organizations, and initiatives that
fostered educational visions, underscoring their breadth, variety,
and persistence. Their essays span the century, from the Great
Migration and the Harlem Renaissance through the 1970s fiscal
crisis and up to the present. They tell the stories of Harlem
residents from a wide variety of social positions and life
experiences, from young children to expert researchers to
neighborhood mothers and ambitious institution builders who
imagined a dynamic array of possibilities from modest improvements
to radical reshaping of their schools. Representing many
disciplinary perspectives, the chapters examine a range of topics
including architecture, literature, film, youth and adult
organizing, employment, and city politics. Challenging the
conventional rise-and-fall narratives found in many urban
histories, the book tells a story of persistent struggle in each
phase of the twentieth century. Educating Harlem paints a nuanced
portrait of education in a storied community and brings much-needed
historical context to one of the most embattled educational spaces
today.
This book furthers the discussion concerning critical pedagogy and
its practical applications for urban contexts. It addresses two
looming, yet under-explored questions that have emerged with the
ascendancy of critical pedagogy in the educational discourse: (1)
What does critical pedagogy look like in work with urban youth? and
(2) How can a systematic investigation of critical work enacted in
urban contexts simultaneously draw upon and push the core tenets of
critical pedagogy? Addressing the tensions inherent in enacting
critical pedagogy - between working to disrupt and to successfully
navigate oppressive institutionalized structures, and between the
practice of critical pedagogy and the current standards-driven
climate - The Art of Critical Pedagogy seeks to generate authentic
internal and external dialogues among educators in search of texts
that offer guidance for teaching for a more socially just world.
Critical Literacy and Urban Youth offers an interrogation of
critical theory developed from the author's work with young people
in classrooms, neighborhoods, and institutions of power. Through
cases, an articulated process, and a theory of literacy education
and social change, Morrell extends the conversation among literacy
educators about what constitutes critical literacy while also
examining implications for practice in secondary and postsecondary
American educational contexts. This book is distinguished by its
weaving together of theory and practice. Morrell begins by arguing
for a broader definition of the "critical" in critical literacy -
one that encapsulates the entire Western philosophical tradition as
well as several important "Othered" traditions ranging from
postcolonialism to the African-American tradition. Next, he looks
at four cases of critical literacy pedagogy with urban youth:
teaching popular culture in a high school English classroom;
conducting community-based critical research; engaging in
cyber-activism; and doing critical media literacy education.
Lastly, he returns to theory, first considering two areas of
critical literacy pedagogy that are still relatively unexplored:
the importance of critical reading and writing in constituting and
reconstituting the self, and critical writing that is not just
about coming to a critical understanding of the world but that
plays an explicit and self-referential role in changing the world.
Morrell concludes by outlining a grounded theory of critical
literacy pedagogy and considering its implications for literacy
research, teacher education, classroom practice, and advocacy work
for social change.
Over the course of the twentieth century, education was a key site
for envisioning opportunities for African Americans, but the very
schools they attended sometimes acted as obstacles to black
flourishing. Educating Harlem brings together a multidisciplinary
group of scholars to provide a broad consideration of the history
of schooling in perhaps the nation's most iconic black community.
The volume traces the varied ways that Harlem residents defined and
pursued educational justice for their children and community
despite consistent neglect and structural oppression. Contributors
investigate the individuals, organizations, and initiatives that
fostered educational visions, underscoring their breadth, variety,
and persistence. Their essays span the century, from the Great
Migration and the Harlem Renaissance through the 1970s fiscal
crisis and up to the present. They tell the stories of Harlem
residents from a wide variety of social positions and life
experiences, from young children to expert researchers to
neighborhood mothers and ambitious institution builders who
imagined a dynamic array of possibilities from modest improvements
to radical reshaping of their schools. Representing many
disciplinary perspectives, the chapters examine a range of topics
including architecture, literature, film, youth and adult
organizing, employment, and city politics. Challenging the
conventional rise-and-fall narratives found in many urban
histories, the book tells a story of persistent struggle in each
phase of the twentieth century. Educating Harlem paints a nuanced
portrait of education in a storied community and brings much-needed
historical context to one of the most embattled educational spaces
today.
This work makes a richly humanitarian case for parental school
choice, seeking to advance social justice and respect the dignity
of parents—especially those on the margins. For decades,
arguments in favor of school choice have largely been advanced on
the basis of utility or outcome rather than social justice and
human dignity. The Case for Parental Choice: God, Family, and
Educational Liberty offers a compelling and humanitarian
alternative. This volume contains an edited collection of essays by
John E. Coons, a visionary legal scholar and ardent supporter of
what is perhaps best described as a social justice case for
parental school choice. Few have written more prodigiously or
prophetically about the need to give parents—particularly poor
parents—power over their children’s schooling. Coons has been
an advocate of school choice for over sixty years, and indeed
remains one of the most articulate proponents of a case for school
choice that promotes both low-income parents and civic engagement,
as opposed to mere efficiency or achievement. His is a
distinctively Catholic voice that brings powerful normative
arguments to debates that far too often get bogged down in disputes
about cost savings and test scores. The essays collected herein
treat a wide variety of topics, including the relationship between
school choice and individual autonomy; the implications of American
educational policy for social justice, equality, and community; the
impact of public schooling on low-income families; and the
religious implications of school choice. Together, these pieces
make for a wide-ranging and morally compelling case for parental
choice in children’s schooling.
This authoritative text and PreK-12 teacher resource is now in a
substantially revised seventh edition with 80% new material,
foregrounding advances in inclusive, equitable instruction.
Teachers are guided through every major component of reading, as
well as assessment, motivation, teaching bilingual learners,
strengthening connections with families and communities, and more.
The book presents principles and strategies for teaching literature
and nonfiction texts, organizing and differentiating instruction,
supporting struggling readers, and promoting digital literacy.
Pedagogical features include chapter-opening bulleted previews of
key points; reviews of the research evidence; recommendations for
best practices in action, with examples from exemplary classrooms;
and end-of-chapter engagement activities. New to This Edition
*Chapter on culturally responsive teaching, plus more attention to
social justice and equity throughout. *Chapter on supporting
students in the “invisible middle.” *Important new focus on
social–emotional learning (SEL). *All chapters thoroughly revised
or rewritten to reflect current research, theory, and instructional
practices.
|
You may like...
Blood Trail
Tony Park
Paperback
R310
R266
Discovery Miles 2 660
The New Kingdom
Wilbur Smith, Mark Chadbourn
Hardcover
(1)
R279
Discovery Miles 2 790
The Edge
David Baldacci
Paperback
R365
R285
Discovery Miles 2 850
Amok
Sebastian Fitzek
Paperback
R463
R306
Discovery Miles 3 060
A Quiet Man
Tom Wood
Paperback
R436
R360
Discovery Miles 3 600
The Protector
Tony Park
Paperback
R350
R249
Discovery Miles 2 490
Simply Lies
David Baldacci
Paperback
R340
R266
Discovery Miles 2 660
|