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Indigenous Children's Survivance in Public Schools examines the
cultural, social, and political terrain of Indigenous education by
providing accounts of Indigenous students and educators creatively
navigating the colonial dynamics within public schools. Through a
series of survivance stories, the book surveys a range of
educational issues, including implementation of Native-themed
curriculum, teachers' attempts to support Native students in their
classrooms, and efforts to claim physical and cultural space in a
school district, among others. As a collective, these stories
highlight the ways that colonization continues to shape Native
students' experiences in schools. By documenting the nuanced
intelligence, courage, artfulness, and survivance of Native
students, families, and educators, the book counters deficit
framings of Indigenous students. The goal is also to develop
educators' anticolonial literacy so that teachers can counter
colonialism and better support Indigenous students in public
schools.
Who Decides Who Becomes a Teacher? extends the discussions and
critiques of neoliberalism in education by examining the potential
for Schools of Teacher Education to contest policies that are
typical in K-12 schooling. Drawing on a case study of faculty
collaboration, this edited volume reimagines teacher preparation
programs as crucial sites of resistance to, and refusal of, unsound
education practices and legislation. This volume also reveals by
example how education faculty can engage in collaborative scholarly
work to investigate the anticipated and unanticipated effects of
policy initiatives on teaching and learning.
Winner of the 2013 American Educational Studies Association's
Critics Choice Award! Recent efforts to reform urban high schools
have been marked by the pursuit of ever-increasing accountability
policies, most notably through the use of high-stakes standardized
testing, mayoral control, and secondary school exit exams. Urban
Youth and School Pushout excavates the unintended consequences of
such policies on secondary school completion by focusing
specifically on the use and over-use of the GED credential.
Building on a tradition of critical theory and political economy of
education, author Eve Tuck offers a provocative analysis of how
accountability tacitly and explicitly pushes out under-performing
students from the system. By drawing on participatory action
research, as well as the work of indigenous scholars and theories,
this theoretically and empirically rich book illustrates urban
public schooling as a dialectic of humiliating ironies and
dangerous dignities. Focusing on the experiences of youth who have
been pushed out of their schools under the auspices of obtaining a
GED, Tuck reveals new insights on how urban youth view
accountability schooling, value the GED, and yearn for multiple,
meaningful routes to graduation.
This important book on Land Education offers critical analysis of
the paths forward for education on Indigenous land. This analysis
discusses the necessity of centring historical and current contexts
of colonization in education on and in relation to land. In
addition, contributors explore the intersections of
environmentalism and Indigenous rights, in part inspired by the
realisation that the specifics of geography and community matter
for how environmental education can be engaged. This edited volume
suggests how place-based pedagogies can respond to issues of
colonialism and Indigenous sovereignty. Through dynamic new
empirical and conceptual studies, international contributors
examine settler colonialism, Indigenous cosmologies, Indigenous
land rights, and language as key aspects of Land Education. The
book invites readers to rethink 'pedagogies of place' from various
Indigenous, postcolonial, and decolonizing perspectives. This book
was originally published as a special issue of Environmental
Education Research.
Youth resistance has become a pressing global phenomenon, to which
many educators and researchers have looked for inspiration and/or
with chagrin. Although the topic of much discussion and debate, it
remains dramatically under-theorized, particularly in terms of
theories of change. Resistance has been a prominent concern of
educational research for several decades, yet understandings of
youth resistance frequently lack complexity, often seize upon
convenient examples to confirm entrenched ideas about social
change, and overly regulate what "counts" as progress. As this
comprehensive volume illustrates, understanding and researching
youth resistance requires much more than a one-dimensional theory.
Youth Resistance Research and Theories of Change provides readers
with new ways to see and engage youth resistance to educational
injustices. This volume features interviews with prominent
theorists, including Signithia Fordham, James C. Scott, Michelle
Fine, Robin D.G. Kelley, Gerald Vizenor, and Pedro Noguera,
reflecting on their own work in light of contemporary uprisings,
neoliberal crises, and the impact of new technologies globally.
Chapters presenting new studies in youth resistance exemplify
approaches which move beyond calcified theories of resistance.
Essays on needed interventions to youth resistance research provide
guidance for further study. As a whole, this rich volume challenges
current thinking on resistance, and extends new trajectories for
research, collaboration, and justice.
Toward What Justice? brings together compelling ideas from a wide
range of intellectual traditions in education to discuss
corresponding and sometimes competing definitions of justice.
Leading scholars articulate new ideas and challenge entrenched
views of what justice means when considered from the perspectives
of diverse communities. Their chapters, written boldly and pressing
directly into the difficult and even strained questions of justice,
reflect on the contingencies and incongruences at work when
considering what justice wants and requires. At its heart, Toward
What Justice? is a book about justice projects, and the
incommensurable investments that social justice projects can make.
It is a must-have volume for scholars and students working at the
intersection of education and Indigenous studies, critical
disability studies, climate change research, queer studies, and
more.
Bridging environmental and Indigenous studies and drawing on
critical geography, spatial theory, new materialist theory, and
decolonizing theory, this dynamic volume examines the sometimes
overlooked significance of place in social science research. There
are often important divergences and even competing logics at work
in these areas of research, some which may indeed be
incommensurable. This volume explores how researchers around the
globe are coming to terms - both theoretically and practically -
with place in the context of settler colonialism, globalization,
and environmental degradation. Tuck and McKenzie outline a
trajectory of critical place inquiry that not only furthers
empirical knowledge, but ethically imagines new possibilities for
collaboration and action. Critical place inquiry can involve a
range of research methodologies; this volume argues that what
matters is how the chosen methodology engages conceptually with
place in order to mobilize methods that enable data collection and
analyses that address place explicitly and politically. Unlike
other approaches that attempt to superficially tag on Indigenous
concerns, decolonizing conceptualizations of land and place and
Indigenous methods are central, not peripheral, to practices of
critical place inquiry.
Indigenous Children's Survivance in Public Schools examines the
cultural, social, and political terrain of Indigenous education by
providing accounts of Indigenous students and educators creatively
navigating the colonial dynamics within public schools. Through a
series of survivance stories, the book surveys a range of
educational issues, including implementation of Native-themed
curriculum, teachers' attempts to support Native students in their
classrooms, and efforts to claim physical and cultural space in a
school district, among others. As a collective, these stories
highlight the ways that colonization continues to shape Native
students' experiences in schools. By documenting the nuanced
intelligence, courage, artfulness, and survivance of Native
students, families, and educators, the book counters deficit
framings of Indigenous students. The goal is also to develop
educators' anticolonial literacy so that teachers can counter
colonialism and better support Indigenous students in public
schools.
Recent efforts to reform urban high schools have been marked by the
pursuit of ever-increasing accountability policies, most notably
through the use of mayoral control and secondary school exit exams.
This innovative and provocative volume excavates the unintended
consequences of such policies on secondary school completion by
focusing specifically on the use and over-use of the GED
credential. Building on a tradition of critical theory and
political economy of education, author Eve Tuck offers a
provacative analysis of how accountability tacitly and explicitly
push-out under-performing students from the system. A theoretically
and empirically rich treatise on school push-out, Urban Youth and
School Push-Out illustrates urban public schooling as a dialectic
of humiliating ironies and dangerous dignities. Focusing on the
experiences of youth who have been pushed-out of their schools
under the auspices of obtaining a GED, Tuck reveals new insights on
how urban youth view accountability schooling, value the GED, and
yearn for multiple, meaningful routes to graduation.
This important book on Land Education offers critical analysis of
the paths forward for education on Indigenous land. This analysis
discusses the necessity of centring historical and current contexts
of colonization in education on and in relation to land. In
addition, contributors explore the intersections of
environmentalism and Indigenous rights, in part inspired by the
realisation that the specifics of geography and community matter
for how environmental education can be engaged. This edited volume
suggests how place-based pedagogies can respond to issues of
colonialism and Indigenous sovereignty. Through dynamic new
empirical and conceptual studies, international contributors
examine settler colonialism, Indigenous cosmologies, Indigenous
land rights, and language as key aspects of Land Education. The
book invites readers to rethink 'pedagogies of place' from various
Indigenous, postcolonial, and decolonizing perspectives. This book
was originally published as a special issue of Environmental
Education Research.
Youth resistance has become a pressing global phenomenon, to which
many educators and researchers have looked for inspiration and/or
with chagrin. Although the topic of much discussion and debate, it
remains dramatically under-theorized, particularly in terms of
theories of change. Resistance has been a prominent concern of
educational research for several decades, yet understandings of
youth resistance frequently lack complexity, often seize upon
convenient examples to confirm entrenched ideas about social
change, and overly regulate what "counts" as progress. As this
comprehensive volume illustrates, understanding and researching
youth resistance requires much more than a one-dimensional theory.
Youth Resistance Research and Theories of Change provides readers
with new ways to see and engage youth resistance to educational
injustices. This volume features interviews with prominent
theorists, including Signithia Fordham, James C. Scott, Michelle
Fine, Robin D.G. Kelley, Gerald Vizenor, and Pedro Noguera,
reflecting on their own work in light of contemporary uprisings,
neoliberal crises, and the impact of new technologies globally.
Chapters presenting new studies in youth resistance exemplify
approaches which move beyond calcified theories of resistance.
Essays on needed interventions to youth resistance research provide
guidance for further study. As a whole, this rich volume challenges
current thinking on resistance, and extends new trajectories for
research, collaboration, and justice.
Indigenous and decolonizing perspectives on education have long
persisted alongside colonial models of education, yet too often
have been subsumed within the fields of multiculturalism, critical
race theory, and progressive education. Timely and compelling,
Indigenous and Decolonizing Studies in Education features research,
theory, and dynamic foundational readings for educators and
educational researchers who are looking for possibilities beyond
the limits of liberal democratic schooling. Featuring original
chapters by authors at the forefront of theorizing, practice,
research, and activism, this volume helps define and imagine the
exciting interstices between Indigenous and decolonizing studies
and education. Each chapter forwards Indigenous principles - such
as Land as literacy and water as life - that are grounded in
place-specific efforts of creating Indigenous universities and
schools, community organizing and social movements, trans and Two
Spirit practices, refusals of state policies, and land-based and
water-based pedagogies.
Toward What Justice? brings together compelling ideas from a wide
range of intellectual traditions in education to discuss
corresponding and sometimes competing definitions of justice.
Leading scholars articulate new ideas and challenge entrenched
views of what justice means when considered from the perspectives
of diverse communities. Their chapters, written boldly and pressing
directly into the difficult and even strained questions of justice,
reflect on the contingencies and incongruences at work when
considering what justice wants and requires. At its heart, Toward
What Justice? is a book about justice projects, and the
incommensurable investments that social justice projects can make.
It is a must-have volume for scholars and students working at the
intersection of education and Indigenous studies, critical
disability studies, climate change research, queer studies, and
more.
Bridging environmental and Indigenous studies and drawing on
critical geography, spatial theory, new materialist theory, and
decolonizing theory, this dynamic volume examines the sometimes
overlooked significance of place in social science research. There
are often important divergences and even competing logics at work
in these areas of research, some which may indeed be
incommensurable. This volume explores how researchers around the
globe are coming to terms - both theoretically and practically -
with place in the context of settler colonialism, globalization,
and environmental degradation. Tuck and McKenzie outline a
trajectory of critical place inquiry that not only furthers
empirical knowledge, but ethically imagines new possibilities for
collaboration and action. Critical place inquiry can involve a
range of research methodologies; this volume argues that what
matters is how the chosen methodology engages conceptually with
place in order to mobilize methods that enable data collection and
analyses that address place explicitly and politically. Unlike
other approaches that attempt to superficially tag on Indigenous
concerns, decolonizing conceptualizations of land and place and
Indigenous methods are central, not peripheral, to practices of
critical place inquiry.
Indigenous and decolonizing perspectives on education have long
persisted alongside colonial models of education, yet too often
have been subsumed within the fields of multiculturalism, critical
race theory, and progressive education. Timely and compelling,
Indigenous and Decolonizing Studies in Education features research,
theory, and dynamic foundational readings for educators and
educational researchers who are looking for possibilities beyond
the limits of liberal democratic schooling. Featuring original
chapters by authors at the forefront of theorizing, practice,
research, and activism, this volume helps define and imagine the
exciting interstices between Indigenous and decolonizing studies
and education. Each chapter forwards Indigenous principles - such
as Land as literacy and water as life - that are grounded in
place-specific efforts of creating Indigenous universities and
schools, community organizing and social movements, trans and Two
Spirit practices, refusals of state policies, and land-based and
water-based pedagogies.
Who Decides Who Becomes a Teacher? extends the discussions and
critiques of neoliberalism in education by examining the potential
for Schools of Teacher Education to contest policies that are
typical in K-12 schooling. Drawing on a case study of faculty
collaboration, this edited volume reimagines teacher preparation
programs as crucial sites of resistance to, and refusal of, unsound
education practices and legislation. This volume also reveals by
example how education faculty can engage in collaborative scholarly
work to investigate the anticipated and unanticipated effects of
policy initiatives on teaching and learning.
In recent decades, American universities have begun to tout the
“diversity” of their faculty and student bodies. But what kinds
of diversity are being championed in their admissions and hiring
practices, and what kinds are being neglected? Is diversity enough
to solve the structural inequalities that plague our universities?
And how might we articulate the value of diversity in the first
place? Transforming the Academy begins to answer
these questions by bringing together a mix of faculty—male and
female, cisgender and queer, immigrant and native-born, tenured and
contingent, white, black, multiracial, and other—from public and
private universities across the United States. Whether describing
contentious power dynamics within their classrooms or recounting
protests that occurred on their campuses, the book’s contributors
offer bracingly honest inside accounts of both the conflicts and
the learning experiences that can emerge from being a
representative of diversity. The collection’s
authors are united by their commitment to an ideal of the American
university as an inclusive and transformative space, one where
students from all backgrounds can simultaneously feel
intellectually challenged and personally supported.
Yet Transforming the Academy also offers a wide range
of perspectives on how to best achieve these goals, a diversity of
opinion that is sure to inspire lively debate.
In recent decades, American universities have begun to tout the
""""diversity"""" of their faculty and student bodies. But what
kinds of diversity are being championed in their admissions and
hiring practices, and what kinds are being neglected? Is diversity
enough to solve the structural inequalities that plague our
universities? And how might we articulate the value of diversity in
the first place? Transforming the Academybegins to answer these
questions by bringing together a mix of faculty - male and female,
cisgender and queer, immigrant and native-born, tenured and
contingent, white, black, multiracial, and other - from public and
private universities across the United States. Whether describing
contentious power dynamics within their classrooms or recounting
protests that occurred on their campuses, the book's contributors
offer bracingly honest inside accounts of both the conflicts and
the learning experiences that can emerge from being a
representative of diversity. The collection's authors are united by
their commitment to an ideal of the American university as an
inclusive and transformative space, one where students from all
backgrounds can simultaneously feel intellectually challenged and
personally supported. YetTransforming the Academyalso offers a wide
range of perspectives on how to best achieve these goals, a
diversity of opinion that is sure to inspire lively debate.
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