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Diversity in Society and Schools, edited by experts across the
disciplines, provides vital, engaging readings that reposition the
multiple perspectives and experiences that exist within the
classroom. It supports educators in creating learning environments
that scaffold learning to maximize student achievement. The goal is
to clarify, demystify, and increase understandings of important
aspects of culture. As educators increase in their capacity to be
respectful and culturally inclusive, they contribute to the
learners' construction of a healthy ethnic identity and a more
productive home-school partnership. The chapters honor the
epistemologies and skills that exist within marginalized
communities, while proposing the inclusion of multiple perspectives
in the curriculum. The 12 sections discuss polemical communities
(e.g., African American, Asian, Latinx, LGBTQ+, women and gender)
with suggested activities. Essays by cultural experts begin each
section, followed by curated articles that stimulate discussion.
Pre- and post-reading questions are designed to promote critical
thinking, topic engagement, and respectful dialogue. Diversity in
Society and Schools is an essential resource for inclusive
educational programs.
Some experts argue that adventure is dead because few places on
this magnificent planet have escaped explorers' snowboards, boot
steps, parachutes, paddles, skis, or bicycle tires. However, a
growing number of respected adventurers claim that the future of
adventure isn't solely about being there first, achieving the most
enormous physical goal, or surviving extreme conditions at the
edge. It is increasingly about cultivating personal discoveries
that lead to uniquely insightful epiphanies or revelations - the
last best adventure. The Last Best Adventure focuses on
attention-grabbing revelations discovered when exploring wild
country - that unique moment when adventure attains a higher level
of meaning because someone has a gripping revelation, discovery,
epiphany, paradigm shift, or other soul-altering realization; they
transcend being first on an ice-throttled peak or first at
careening down a raging river. This book examines the pinnacle of
extraordinary moments in the wild, yet it also explores more
universal adventures. Join Howard Smith as he penetrates the remote
hinterlands of Mt. Rainier, survives winter blizzards when
snowshoeing, confronts a grizzly bear and her three cubs in the
Tetons, dances down the Deschutes River on a rafting trip poised
for disaster, and treks through the lonesome alpine country of
Glacier Peak. He provides a passionate recollection of hard-core
backcountry quests and outdoor recreation soulfully tempered by the
power of epiphany. Come explore adventure's final frontier.
The Southwest is a land with remarkable spirit as well as stunning
natural features ranging from red sandstone mesas to soaring
mountain peaks; from infinite plains to immense canyons. The
Anasazi called this country home--southern Nevada, Utah, and
Colorado as well as large portions of Arizona and New Mexico. IN
THE FOOTSTEPS OF THE ANASAZI explores how this region' historic
Indian heritage, shaped by a dramatic natural backdrop, exerts a
powerful influence over modern life. This book is a compendium of
introspective essays about life and the outdoors under indigenous
shadows. Chapters center on mini-adventures in the Four Corners
remote backcountry where Native people trod.
Academia is in trouble. Taxpayers are fed up with the enormous
expenses associated with public universities, as well as
administrators whose strategies and goals are fuzzy at best and
destructive at worst. Parents worry about how they will find the
wherewithal to send their offspring to college. Employers question
the ability of new graduates and degree holders to write or reason
lucidly. And everyone (except entrenched faculty members) questions
the practice of tenure, which generally creates an incentive for
mediocrity. Meanwhile, academic authorities responsible for
managing our august institutions of higher education pontificate
about the problems without delivering meaningful solutions. But
meaningful solutions do exist, and this book explains them in
depth. "Taking Back the Tower," a compendium of no-nonsense,
management-oriented lessons and prescriptions for the academy, will
go a long way toward restoring the respect our colleges and
universities deserve.
"Taking Back the Tower" focuses squarely on bringing common
sense to higher education by urging creative thinking, especially
out-of-the-box approaches, in promoting change. It offers numerous
solutions, many of which will be seen as quite controversial by the
establishment. Smith outlines how to overcome resistance to change,
lead more effectively, demand accountability for performance,
manage resources for the highest return, remain firm with tuition
payers and donors when warranted, manage costs to help keep the
price of an education contained, and much more. The secret is in
managing the few key variables that will have the biggest impact on
overall results. The ideas are wholly practical and much less
philosophical than those in most books on the subject. Following
them will help schools improve results across the board. Smith's
decades of experience as both a teacher and administrator in
academia, as well as a consultant for many public and
private-sector organizations, make him the perfect author for this
book. Moreover, his insights, coupled with the many enlightening
and entertaining examples (all true) will capture the attention of
readers and help them understand why change must come--and why it
must be radical.
While there are volumes that fall into the category of children's
literature, there appears to be relatively few that explore the
needs of bilingual learners and the linguistic and sociocultural
context of Latino children's literature. This volume makes a needed
contribution by addressing the social, cultural, academic, and
linguistic needs of Latino bilingual learners who are still
underserved through current school practices. We aim to
conceptualize different forms of social knowledge so that they can
serve as cultural resources for learning, acquiring knowledge, and
transforming self and identity. This volume presents a balance of
theory, research, and practice that speak to authentic
multicultural Latino literature and helps ensure its availability
for all students. The intended outcome of this volume then is to
create a heightened awareness of the cultural and linguistic
capital held by the Latino community, to increase Latino students'
social capital through the design of critical pedagogical
practices, and for the formulation of a new perspective, that of
Latino multicultural literature for children.
While there are volumes that fall into the category of children's
literature, there appears to be relatively few that explore the
needs of bilingual learners and the linguistic and sociocultural
context of Latino children's literature. This volume makes a needed
contribution by addressing the social, cultural, academic, and
linguistic needs of Latino bilingual learners who are still
underserved through current school practices. We aim to
conceptualize different forms of social knowledge so that they can
serve as cultural resources for learning, acquiring knowledge, and
transforming self and identity. This volume presents a balance of
theory, research, and practice that speak to authentic
multicultural Latino literature and helps ensure its availability
for all students. The intended outcome of this volume then is to
create a heightened awareness of the cultural and linguistic
capital held by the Latino community, to increase Latino students'
social capital through the design of critical pedagogical
practices, and for the formulation of a new perspective, that of
Latino multicultural literature for children.
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