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Asset-based pedagogies, such as culturally relevant/sustaining
teaching, are frequently used to improve the educational
experiences of students of color and to challenge the White
curriculum that has historically informed school practices. Yet
asset-based pedagogies have evaded important aspects of students'
culture and identity: those related to disability. Sustaining
Disabled Youth is the first book to accomplish this. It brings
together a collection of work that situates disability as a key
aspect of children and youth's cultural identity construction. It
explores how disability intersects with other markers of difference
to create unique cultural repertoires to be valued, sustained, and
utilized for learning. Readers will hear from prominent and
emerging scholars and activists in disability studies who engage
with the following questions: Can disability be considered an
identity and culture in the same ways that race and ethnicity are?
How can disability be incorporated to develop and sustain
asset-based pedagogies that attend to intersecting forms of
marginalization? How can disability serve in inquiries on the use
of asset-based pedagogies? Do all disability identities and
embodiments merit sustaining? How can disability justice be
incorporated into other efforts toward social justice? Book
Features: Provides critical insights to bring disability in
conversation with asset-based pedagogies. Highlights contributions
of both university scholars and community activists. Includes
analytical and practical tools for researchers, classroom teachers,
and school administrators. Offers important recommendations for
teacher education programs.
Asset-based pedagogies, such as culturally relevant/sustaining
teaching, are frequently used to improve the educational
experiences of students of color and to challenge the White
curriculum that has historically informed school practices. Yet
asset-based pedagogies have evaded important aspects of students'
culture and identity: those related to disability. Sustaining
Disabled Youth is the first book to accomplish this. It brings
together a collection of work that situates disability as a key
aspect of children and youth's cultural identity construction. It
explores how disability intersects with other markers of difference
to create unique cultural repertoires to be valued, sustained, and
utilized for learning. Readers will hear from prominent and
emerging scholars and activists in disability studies who engage
with the following questions: Can disability be considered an
identity and culture in the same ways that race and ethnicity are?
How can disability be incorporated to develop and sustain
asset-based pedagogies that attend to intersecting forms of
marginalization? How can disability serve in inquiries on the use
of asset-based pedagogies? Do all disability identities and
embodiments merit sustaining? How can disability justice be
incorporated into other efforts toward social justice? Book
Features: ● Provides critical insights to bring disability in
conversation with asset-based pedagogies. ● Highlights
contributions of both university scholars and community activists.
● Includes analytical and practical tools for researchers,
classroom teachers, and school administrators. ● Offers important
recommendations for teacher education programs.
This comprehensive book is grounded in the authentic experiences of
educators who have done, and continue to do, the messy everyday
work of transformative school reform. The work of these
contributors, in conjunction with research done under the aegis of
the National Institute of Urban School Improvement (NIUSI),
demonstrates how schools and classrooms can move from a deficit
model to a culturally responsive model that works for all learners.
To strengthen relationships between research and practise, chapters
are coauthored by a practitioner/researcher team and include a case
study of an authentic urban reform situation. This volume will help
practitioners, reformers, and researchers make use of emerging
knowledge and culturally responsive pedagogy to implement reforms
that are more congruent with the strengths and needs of urban
education contexts.
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