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Internationalization in the Classroom focuses on what it means to
internationalize K-12 and higher education classrooms. Through a
yearlong study, the authors developed methods of internationalizing
curricula, pedagogy, and assessments to explore how globalizing a
classroom can impact positively students. The educators featured in
the volume found that learning with regard to knowledge, culture,
and language skills deepened within an internationalized classroom.
In each chapter, authors focus on providing practical suggestions
for school leaders and educators interested in transforming their
schools and classrooms into places where all students can feel
welcome, all students can learn, and global differences are
addressed and shared in order to capitalize on the richness of
students' various cultures and backgrounds. Moving beyond
traditional views of multicultural education to an emphasis on
international perspectives, this book develops local notions of
race and class into global understandings of cultures, religions,
and language.
Towards Anti-Racist Educational Research: Radical Moments and
Movements is a call for educational researchers and teachers to
engage in the work needed to be anti-racist. In the academy, there
is no place for neutrality when it comes to race. One either
endorses the idea of a racial hierarchy or that of racial equality.
Educators and researchers either believe problems are rooted in
groups of people or locate the roots of problems in power and
policies. Therefore, we can either allow racial inequities to
continue or confront racial inequities. Delane Bender-Slack and
Francis Godwyll work to confront those racial inequities in
educational research. As they continue to grapple with their role
in radical moments and movements-from various identities,
perspectives, and positionalities-they strive to identify their
intellectual, social, and cultural labor in their research, and in
this writing, as anti-racist. The editors define what it could mean
to be anti-racist in research methods, projects, and agendas, and
they pose the following questions: How do we ask anti-racist
research questions? How do we create anti-racist curricula? How do
we design anti-racist policies? What does it mean to be racially
humanizing educational researchers? How do we intentionally work
towards racial justice?
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