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Showing 1 - 9 of 9 matches in All Departments
This book promotes collaborative ways of knowing and group accountability in learning processes to counteract the damaging effects of neoliberal individualism prevalent in educational systems today. These neoliberalist hierarchies imposed through traditional, autocratic knowledge systems have driven much of the United States' educational policies and reforms, including STEM, high stakes testing, individual-based accountability, hierarchical grading systems, and ability grouping tracks. The net effect of such policies and reforms is an education system that perpetuates social inequalities linked with race, class, gender, and sexuality. Instead, the author suggests that accountability pushes past individualism in education by highlighting democratic methods to produce a collective good as opposed to a narrow personal success. In this democratic model, participants contribute to the common goal of elevating the entire group. Drawing from a well of creative praxes, reflexivity, and spiritual engagement, contributors incorporate collective dreaming to envision alternate realities of learning and schooling and summon the spirit into action for change.
PAR EntreMundos: A Pedagogy of the Americas challenges the standard narratives of "achievement" to think about how Latinx students can experience an education that forges new possibilities of liberation and justice. Growing Latinx student populations have led to concerns about "assimilating" them into mainstream academic frameworks. This book offers an alternative, decolonizing approach that embraces complex Latinx identities and clears a path toward resisting systems of oppression. Educating Latinx students should involve more than just helping them achieve in school but rather having them recognize their agency to transform the larger structure of education to promote justice-oriented practices. The authors offer a framework for such transformation by honoring their theoretical lineages, proposing a set of guiding principles, and sharing stories about collective social action within and outside Latinx communities. PAR EntreMundos: A Pedagogy of the Americas is a practice of liberation and freedom.
The failure of current policy to address important quality of life issues for urban youth remains a substantial barrier to civic participation, educational equity, and healthy adulthood. This volume brings together the work of leading urban youth scholars to highlight the detrimental impact of zero tolerance policies on young peoplea (TM)s educational experience and well being. Inspired by the conviction that urban youth have the right to more equitable educational and social resources and political representation, Beyond Resistance! offers new insights into how to increase the effectiveness of youth development and education programs, and how to create responsive youth policies at the local, state, and federal level.
PAR EntreMundos: A Pedagogy of the Americas challenges the standard narratives of "achievement" to think about how Latinx students can experience an education that forges new possibilities of liberation and justice. Growing Latinx student populations have led to concerns about "assimilating" them into mainstream academic frameworks. This book offers an alternative, decolonizing approach that embraces complex Latinx identities and clears a path toward resisting systems of oppression. Educating Latinx students should involve more than just helping them achieve in school but rather having them recognize their agency to transform the larger structure of education to promote justice-oriented practices. The authors offer a framework for such transformation by honoring their theoretical lineages, proposing a set of guiding principles, and sharing stories about collective social action within and outside Latinx communities. PAR EntreMundos: A Pedagogy of the Americas is a practice of liberation and freedom.
Many scholars have turned to the groundbreaking critical research methodology, Youth-Led Participatory Action Research (YPAR), as a way to address both the political challenges and inherent power imbalances of conducting research with young people. Revolutionizing Education makes an extraordinarily unique contribution to the literature on adolescents by offering a broad framework for understanding this research methodology. With an informative combination of theory and practice, this edited collection brings together student writings alongside those of major scholars in the field. While remaining sensitive to the methodological challenges of qualitative inquiry, Revolutionizing Education is the first definitive statement of YPAR as it relates to sites of education.
Over the past decade, urban communities have experienced
unprecedented social, economic, and political transformation.
Globalization and de-industrialization have contributed to the
exodus of jobs, produced higher levels of inequality, and
consequent, furthered marginalization of the urban poor. Urban
youth have been particularly affected by this transformation. The
failure of urban school districts and the lack of jobs, health
services and effective prevention and intervention programs have
placed large numbers of low-income urban youth at risk. In the
absence of policies and institutions that respond to the needs of
youth, a climate of fear focused particularly on responding to
fears of youth crime has also shaped a national consciousness about
urban communities and the youth within them.
This book promotes collaborative ways of knowing and group accountability in learning processes to counteract the damaging effects of neoliberal individualism prevalent in educational systems today. These neoliberalist hierarchies imposed through traditional, autocratic knowledge systems have driven much of the United States' educational policies and reforms, including STEM, high stakes testing, individual-based accountability, hierarchical grading systems, and ability grouping tracks. The net effect of such policies and reforms is an education system that perpetuates social inequalities linked with race, class, gender, and sexuality. Instead, the author suggests that accountability pushes past individualism in education by highlighting democratic methods to produce a collective good as opposed to a narrow personal success. In this democratic model, participants contribute to the common goal of elevating the entire group. Drawing from a well of creative praxes, reflexivity, and spiritual engagement, contributors incorporate collective dreaming to envision alternate realities of learning and schooling and summon the spirit into action for change.
Many scholars have turned to the groundbreaking critical research methodology, Youth-Led Participatory Action Research (YPAR), as a way to address both the political challenges and inherent power imbalances of conducting research with young people. Revolutionizing Education makes an extraordinarily unique contribution to the literature on adolescents by offering a broad framework for understanding this research methodology. With an informative combination of theory and practice, this edited collection brings together student writings alongside those of major scholars in the field. While remaining sensitive to the methodological challenges of qualitative inquiry, Revolutionizing Education is the first definitive statement of YPAR as it relates to sites of education.
Education is a primary route to rewarding employment and economic security. It is particularly significant for the future prospects of children who are ethnic minorities, were born into disadvantaged economic circumstances, or are dealing with language barriers. For nearly a decade Julio Cammarota interviewed and observed Latino youth between the ages of seventeen and twenty-four who lived in a barrio in a city on the California coast. He conducted forty life interviews, selecting six people to investigate in depth. Twenty of the study participants worked at a fast-food restaurant, while the other twenty worked at a community cultural center. Focusing on the experiences of his subjects in the primary settings of family, work, and school, Cammarota structured his research to examine how Latino youth negotiate myriad social conditions and hostile economic and political pressures in their daily lives. His extensive interviews and incisive analyses illuminate the complex relationships among low-wage employment, cultural standards, education, class oppression, and gender expectations. Among other topics, Cammarota investigates how working affects Latino education; how gender influences social relationships and life choices; how Latinos and Latinas try to maintain their distinct ethnic identity while attempting to transcend marginalization; whether the Latino culture helps young people work hard for their families and for a better future; and how the connections and disconnections among work, family, and school constitute formative processes that shape the cultural identities of Latino youth. One of the most extensive studies of barrio youth available, Sue\u00f1os Americanos concludes with a discussion of social justice education for Latino youth and how this educational approach meets their academic needs while providing opportunities for self-determination and community activism.
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