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Winner of an American Educational Studies Association Critics’
Choice Award and Choice Magazine’s Outstanding Academic Book
Award, and voted one of Teacher Magazine’s great books,” Other
People’s Children has sold over 150,000 copies since its original
hardcover publication. This anniversary paperback edition features
a new introduction by Delpit as well as new framing essays by
Herbert Kohl and Charles Payne. In a radical analysis of
contemporary classrooms, MacArthur Award–winning author Lisa
Delpit develops ideas about ways teachers can be better cultural
transmitters” in the classroom, where prejudice, stereotypes, and
cultural assumptions breed ineffective education. Delpit suggests
that many academic problems attributed to children of color are
actually the result of miscommunication, as primarily white
teachers and other people’s children” struggle with the
imbalance of power and the dynamics plaguing our system. A new
classic among educators, Other People’s Children is a must-read
for teachers, administrators, and parents striving to improve the
quality of America’s education system.
Multiplication is for White People' is a passionate reminder that
there is no achievement gap at birth. Poor teaching, negative
stereotypes and a curriculum that does not adequately connect to
poor children's lives conspire against the prospects of poor
children of colour. From reception classes and on through the
university years, Delpit brings the topic of educating other
people's children into the twenty-first century, outlining a
blueprint for raising expectations based on a simple premise: that
all aspects of advanced education are for everyone.'
A timely collection of advice and strategies for creating a just
classroom from educators across the country, handpicked by
MacArthur Genius and bestselling author Lisa Delpit "A favorite
education book of the year." -Greater Good magazine Is it okay to
discuss politics in class? What are constructive ways to help young
people process the daily news coverage of sexual assault? How can
educators engage students around Black Lives Matter? Climate
change? Confederate statue controversies? Immigration? Hate speech?
In Teaching When the World Is on Fire, Delpit turns to a host of
crucial issues facing teachers in these tumultuous times. Delpit's
master-teacher wisdom tees up guidance from beloved, well-known
educators along with insight from dynamic principals and classroom
teachers tackling difficult topics in K-12 schools every day. This
cutting-edge collection brings together essential observations on
safety from Pedro Noguera and Carla Shalaby; incisive ideas on
traversing politics from William Ayers and Mica Pollock;
Christopher Emdin's instructive views on respecting and connecting
with black and brown students; Hazel Edwards's crucial insight
about safe spaces for transgender and gender-nonconforming
students; and James W. Loewen's sage suggestions about exploring
symbols of the South; as well as timely thoughts from Bill Bigelow
on teaching the climate crisis-and on the students and teachers
fighting for environmental justice. Teachers everywhere will
benefit from what Publishers Weekly called "an urgent and earnest
collection [that] will resonate with educators looking to teach
'young people to engage across perspectives' as a means to
'creating a just and caring world.'"
Lisa Delpit gathers all-star advice for K-12 teachers on engaging
students around today's toughest issues. Is it okay to discuss
politics in class? How can teachers talk about immigration without
putting undocumented students in the spotlight or at risk? What are
constructive ways to help young people process the daily news
coverage of sexual assault? Climate change? Hate speech?
Confederate statue controversies? This timely, urgent volume is
sure to inspire teachers who are eager to support their students in
navigating the current events, cultural shifts, and social dilemmas
that shape our communities, our country, and our world.
A look at the politics of language instruction for students of
colour. A fresh, cutting-edge work, The Skin that We Speak takes
the discussion of language in the classroom beyond the
highly-charged war of idioms - in which English only' means
standard English only - and provides teachers and parents with a
thoughtful exploration of the varieties of English spoken and the
layers of politics, power and identity that those forms carry.'
In 2005, famed civil rights leader and education activist Robert
Moses invited one hundred prominent African American and Latino
intellectuals and activists to meet to discuss a proposal for
acampaignto guarantee a quality education for all children as a
constitutional right--a movement that would "transform current
approaches to educational inequity, all of which have failed
miserably to yield results for our children." The response was
passionate, and the meeting launched a movement.
This book--emerging directly from that effort--reports on what has
happened since and calls for a new scale of organizing, legal
initiatives, and public definitions of what a quality education is.
Essays include
- Robert Moses's historically rooted call for citizens, especially
young people, to make the demand for quality education
- Ernesto Cortes's view from decades of work organizing Latino
communities in Texas
- Charles Payne's interview with students from the Baltimore
Algebra Project, who organized to make historic demands on their
district
- Legal scholar Imani Perry's nuanced analysis of the prospects of
making a case for quality education as a right guaranteed by the
Constitution
- Perspectives from scholars Lisa Delpit and Joan T. Wynne, and by
teachers Alicia Caroll and Kim Parker, who provide examples of what
quality education is, describing its goal, and how to guide
practice in the meantime
Culturally Responsive School Leadership focuses on how school
leaders can effectively serve minoritized students-those who have
been historically marginalized in school and society. The book
demonstrates how leaders can engage students, parents, teachers,
and communities in ways that positively impact learning by honoring
indigenous heritages and local cultural practices. Muhammad Khalifa
explores three basic premises. First, that a full-fledged and
nuanced understanding of ""cultural responsiveness"" is essential
to successful school leadership. Second, that cultural
responsiveness will not flourish and succeed in schools without
sustained efforts by school leaders to define and promote it.
Finally, that culturally responsive school leadership comprises a
number of crucial leadership behaviors, which include critical
self-reflection; the development of culturally responsive teachers;
the promotion of inclusive, anti-oppressive school environments;
and engagement with students' indigenous community contexts. Based
on an ethnography of a school principal who exemplifies the
practices and behaviors of culturally responsive school leadership,
the book provides educators with pedagogy and strategies for
immediate implementation.
Culturally Responsive School Leadership focuses on how school
leaders can effectively serve minoritized students-those who have
been historically marginalized in school and society. The book
demonstrates how leaders can engage students, parents, teachers,
and communities in ways that positively impact learning by honoring
indigenous heritages and local cultural practices. Muhammad Khalifa
explores three basic premises. First, that a full-fledged and
nuanced understanding of ""cultural responsiveness"" is essential
to successful school leadership. Second, that cultural
responsiveness will not flourish and succeed in schools without
sustained efforts by school leaders to define and promote it.
Finally, that culturally responsive school leadership comprises a
number of crucial leadership behaviors, which include critical
self-reflection; the development of culturally responsive teachers;
the promotion of inclusive, anti-oppressive school environments;
and engagement with students' indigenous community contexts. Based
on an ethnography of a school principal who exemplifies the
practices and behaviors of culturally responsive school leadership,
the book provides educators with pedagogy and strategies for
immediate implementation.
In the winter of 1996, the Oakland school board's resolution
recognizing Ebonics as a valid linguistic system generated a brief
firestorm of hostile criticism and misinformation, then faded from
public consciousness. But in the classrooms of America, the
question of how to engage the distinctive language of many
African-American children remains urgent. In "The Real Ebonics
Debate" some of our most important educators, linguists, and
writers, as well as teachers and students reporting from the field,
examine the lessons of the Ebonics controversy and unravel the
complex issues at the heart of how America educates its children.
Millennial Teachers of Color explores the opportunities and
challenges for creating and sustaining a healthy teaching force in
the United States. Millennials are the largest generational cohort
in American history, with approximately ninety million members and,
of these, roughly 43 percent are people of color. This book, edited
by prominent teacher educator Mary E. Dilworth, considers the
unique qualities, challenges, and opportunities posed by that large
population for the teaching field. Noting that a diverse teaching
and learning community enhances student achievement, particularly
for the underserved and underachieving preK-12 student population,
Dilworth argues that efforts to recruit, groom, and retain teachers
of color are out-of-date and inadequate. She and the contributors
offer fresh looks at these millennials and explore their views of
the teaching profession; focus attention on their relation to
schools and teaching; and consider how these young teachers feel
about teaching for social justice. The book is intended to disrupt
the current line of inquiry that suggests that by simply increasing
the number of teachers of color equity has been established.
Readers will gain insights on this unique and valuable group of
prospective and practicing preK-12 educators and understanding of
the need for more contemporary approaches to recruitment,
preparation, hiring, and placement.
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