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"Teaching Toward Democracy" examines the contested space of
schooling and school reform with a focus on the unique challenges
and opportunities that teaching in a democratic society provides.
Teaching in and for democracy involves developing particular
qualities of mind that teachers explore and work to develop as they
become more effective educators. Some chapters open with familiar
experiences in the lives of teachers in schools (working with
parents and communities, or dealing with classroom discipline and
management) and illuminate that commonplace in new, helpful, and
sometimes startling, ways. Other chapters present possible
interventions any teacher might make in any classroom for example,
using the arts as an organizing center and metaphor for teaching
more generally, or rethinking the press of politics on our every
day practice. This book foregrounds the central idea that
democratic ideals are a necessary starting point and context in
which to enact our teaching here and now.
"Teaching Toward Democracy" examines the contested space of
schooling and school reform with a focus on the unique challenges
and opportunities that teaching in a democratic society provides.
Teaching in and for democracy involves developing particular
qualities of mind that teachers explore and work to develop as they
become more effective educators. Some chapters open with familiar
experiences in the lives of teachers in schools (working with
parents and communities, or dealing with classroom discipline and
management) and illuminate that commonplace in new, helpful, and
sometimes startling, ways. Other chapters present possible
interventions any teacher might make in any classroom for example,
using the arts as an organizing center and metaphor for teaching
more generally, or rethinking the press of politics on our every
day practice. This book foregrounds the central idea that
democratic ideals are a necessary starting point and context in
which to enact our teaching here and now.
Restoried Selves: Autobiographies of Queer Asian / Pacific American
Activists presents the first-person accounts of 20 activistslife
stories that work against common stereotypes, shattering
misconceptions and dispelling misinformation. These autobiographies
challenge familial and cultural expectations and values that have
traditionally forced queer Asian / Pacific Americans into silent
shame because of their sexual orientation and/or ethnicity. Authors
share not only their experiences growing up but also how those
experiences led them to become social activists, speaking out
against oppression. Many harmful untruthsor storiesabout queer
Asian-Pacific Americans have been repeated so often, they are
accepted as fact. Restoried Selves: Autobiographies of Queer Asian
/ Pacific American Activists provides a forum for voices often
ignored in academic literature to re-story themselves, addressing a
range of experiences that includes cultural differences and values,
conflicts between different generations in a family or between
different groups in a community, and difficulties and rewards of
coming out. Those giving voice to their stories through narrative
and other writing genres include the transgendered and intersexed,
community activists, youths, and parents. The stories told in
Restoried Selves: Autobiographies of Queer Asian / Pacific American
Activists reflect on: personal experiencesbased on country of
origin, educational background, religion, gender, and age
populations served by activism, including the working poor,
immigrants, adoptees, youth, women, and families different arenas
of activism, including schools, governments, social services, and
the Internet issues targeted by activism, including affirmative
action, HIV/AIDS education, mental health, interracial
relationships, and sexual violence institutions in need of change,
including legal, religious, and educational entities and much more!
Restoried Selves: Autobiographies of Queer Asian / Pacific American
Activists is an essential read for academics and researchers
working in Asian American studies, ethnic studies, gender studies,
and queer studies, and for LGBTQ youth and their parents, teachers,
and social service providers.
Restoried Selves: Autobiographies of Queer Asian / Pacific American
Activists presents the first-person accounts of 20 activistslife
stories that work against common stereotypes, shattering
misconceptions and dispelling misinformation. These autobiographies
challenge familial and cultural expectations and values that have
traditionally forced queer Asian / Pacific Americans into silent
shame because of their sexual orientation and/or ethnicity. Authors
share not only their experiences growing up but also how those
experiences led them to become social activists, speaking out
against oppression. Many harmful untruthsor storiesabout queer
Asian-Pacific Americans have been repeated so often, they are
accepted as fact. Restoried Selves: Autobiographies of Queer Asian
/ Pacific American Activists provides a forum for voices often
ignored in academic literature to re-story themselves, addressing a
range of experiences that includes cultural differences and values,
conflicts between different generations in a family or between
different groups in a community, and difficulties and rewards of
coming out. Those giving voice to their stories through narrative
and other writing genres include the transgendered and intersexed,
community activists, youths, and parents. The stories told in
Restoried Selves: Autobiographies of Queer Asian / Pacific American
Activists reflect on: personal experiencesbased on country of
origin, educational background, religion, gender, and age
populations served by activism, including the working poor,
immigrants, adoptees, youth, women, and families different arenas
of activism, including schools, governments, social services, and
the Internet issues targeted by activism, including affirmative
action, HIV/AIDS education, mental health, interracial
relationships, and sexual violence institutions in need of change,
including legal, religious, and educational entities and much more!
Restoried Selves: Autobiographies of Queer Asian / Pacific American
Activists is an essential read for academics and researchers
working in Asian American studies, ethnic studies, gender studies,
and queer studies, and for LGBTQ youth and their parents, teachers,
and social service providers.
Teaching Toward Democracy examines the contested space of schooling
and school reform with a focus on the unique challenges and
opportunities that teaching in a democratic society provides.
Chapters are written in the spirit of notes, conversations and
letters the nationally recognized team of authors wish they
received in their journeys into teaching. Building on the
conversational and accessible approach, this revised edition
includes additional dialogues amongst the authors to further
explore how they have individually and collectively reflected on
the qualities of mind that teachers explore and work to develop as
they become more effective educators. Inspiring and uplifting,
Teaching Toward Democracy adds to the repertoire of skills teachers
can access in their classrooms and encourages the confidence to
locate themselves within the noble tradition of teaching as
democratic work.
Making our classrooms more inclusive has been a crucial but complex task for educators today. While several books have discussed the need for anti-oppressive school environments, few have addressed actual research for teachers to turn to as resources for classroom practice. Kevin Kumashiro draws on interviews with queer activists as a starting point for discussions of different models of reading and challenging oppression. It is through these personal stories that Kumashiro's complex theory and methodology bear particular relevance for transforming pedagogical practice. This is a must-read for today's teachers and researchers, and a roadmap to a more inclusive form of education.
Across the globe, students are speaking up, walking out, and
marching for social and ecological justice. Despite deficit
discourses about students, youth are using their voice and agency
to call forth a better world. Will educators respond to this call
to stand with students in relational solidarity as co-constructors
of a new tomorrow? What is possible when teachers and students
engage together in new ways? Pedagogies of With-ness: Students,
Teachers, Voice and Agency offers insight into the transformative
possibilities of education when enacted as the art of being with.
Driven by student voices and their experiences of marginalization,
this text takes a clear ethical stance. It asserts that students
are both capable and competent. Taking a narrative approach, this
book honors academic work that is rooted in educational practice.
Expanding beyond traditional conceptions of student voice, chapters
engage in meditations on three themes: identity, pedagogy, and
partnership. This book is an exploration of with-ness, a way of
knowing, being, and acting. By centralizing the all-too-often
suppressed wisdom of youth, teachers and researchers engage in new
forms of critique and possibility-making with students. Editors
reflect on this central theme, exploring the dimensions of such
pedagogies of with-ness. Through this book, teachers are invited to
imagine pedagogy under this new framework, actively committed to
students, their voice, and mutual engagement.
Teaching Toward Democracy examines the contested space of schooling
and school reform with a focus on the unique challenges and
opportunities that teaching in a democratic society provides.
Chapters are written in the spirit of notes, conversations and
letters the nationally recognized team of authors wish they
received in their journeys into teaching. Building on the
conversational and accessible approach, this revised edition
includes additional dialogues amongst the authors to further
explore how they have individually and collectively reflected on
the qualities of mind that teachers explore and work to develop as
they become more effective educators. Inspiring and uplifting,
Teaching Toward Democracy adds to the repertoire of skills teachers
can access in their classrooms and encourages the confidence to
locate themselves within the noble tradition of teaching as
democratic work.
Few books have addressed research for teachers to turn to as a
resource for classroom practice but here Kumashiro draws on
interviews with gay activists as a starting point for discussion of
models of reading and challenging oppression.
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