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Addressing underlying issues in science education and teacher
training, which contribute to continued underrepresentation of
racial and ethnic minority students in STEM and STEAM subjects and
careers, this timely volume illustrates how a critical postmodern
science pedagogy (CPSP) can be used effectively to raise awareness
of diversity issues amongst preservice teachers. Using a case study
design consisting of class observations, interviews, content
analysis, questionnaires, and instructional interventions in
preservice teacher training, the volume bridges science and
multicultural education and investigates how curricular development
and teacher preparation can be used to ensure that science
education itself promotes diversity within STEM, and throughout
education. Chapters also examine the intersections of science
education and science literacy for both students and teachers and,
in doing so, promote the importance of positive and accurate
representation of diversity within science and research discourse.
The book attempts to raise awareness regarding the need for
meaningful curricular reform that creates real opportunities to
address historical and scientific misinformation, while increasing
diversity and inclusion in schools and society. This important text
will be of interest to postgraduate students, researchers,
scholars, and preservice teachers in the fields of science and
mathematics education, STEM, multicultural education, teacher
education, urban education, and the sociology of education.
Addressing underlying issues in science education and teacher
training, which contribute to continued underrepresentation of
racial and ethnic minority students in STEM and STEAM subjects and
careers, this timely volume illustrates how a critical postmodern
science pedagogy (CPSP) can be used effectively to raise awareness
of diversity issues amongst preservice teachers. Using a case study
design consisting of class observations, interviews, content
analysis, questionnaires, and instructional interventions in
preservice teacher training, the volume bridges science and
multicultural education and investigates how curricular development
and teacher preparation can be used to ensure that science
education itself promotes diversity within STEM, and throughout
education. Chapters also examine the intersections of science
education and science literacy for both students and teachers and,
in doing so, promote the importance of positive and accurate
representation of diversity within science and research discourse.
The book attempts to raise awareness regarding the need for
meaningful curricular reform that creates real opportunities to
address historical and scientific misinformation, while increasing
diversity and inclusion in schools and society. This important text
will be of interest to postgraduate students, researchers,
scholars, and preservice teachers in the fields of science and
mathematics education, STEM, multicultural education, teacher
education, urban education, and the sociology of education.
This volume addresses the underlying intersections of race, class,
and gender on immigrant girls' experiences living in the US. It
examines the impact of acculturation and assimilation on Ethiopian
girls' academic achievement, self-identity, and perception of
beauty. The authors employ Critical Race Theory, Critical Race
Feminism, and Afrocentricity to situate the study and unpack the
narratives shared by these newcomers as they navigate social
contexts rife with racism, xenophobia, and other forms of
oppression. Lastly, the authors examine the implications of
Ethiopian immigrant identities and experiences within multicultural
education, policy development, and society.
This volume addresses the underlying intersections of race, class,
and gender on immigrant girls' experiences living in the US. It
examines the impact of acculturation and assimilation on Ethiopian
girls' academic achievement, self-identity, and perception of
beauty. The authors employ Critical Race Theory, Critical Race
Feminism, and Afrocentricity to situate the study and unpack the
narratives shared by these newcomers as they navigate social
contexts rife with racism, xenophobia, and other forms of
oppression. Lastly, the authors examine the implications of
Ethiopian immigrant identities and experiences within multicultural
education, policy development, and society.
Situating the African American learning experience within the
stream of historic enslavement and hundreds of years of
institutionalized racism, this timely book introduces antiracist
foundations for teaching in the 21st century. The authors take a
holistic approach that uses Afrocentricity to identify and address
critical omissions and distortions in school curricula. Drawing on
empirical findings from a high-performing 100% African American
school, they identify what teachers and students recognize as
successful features of the schools' approach, including a unique
learning environment, support systems, spiritual affirmations,
evidences of Black education, a reframing of Afrocentricity, and
education that promotes positive Black identity. This much-needed
book demonstrates the healing power of education; provides evidence
of social, emotional, and psychological transformation within the
learning experience; and frames education as a tool for
liberation.Book Features: Offers a clear chronological analysis of
Black education in the United States and across the Diaspora.
Includes the perceptions and experiences of students and teachers
at a successful Afrocentric school. Provides the tools needed to
teach multicultural histories in an antiracist way. Examines the
benefits of Afrocentric curricula and the role of corrective
history in promoting positive Black identity. Explores the
intersections of precolonial history, student achievement, and
Afrocentric education.
Unbleaching the Curriculum: Enhancing Diversity, Equity, Inclusion
and Beyond in Schools and Society is an innovative work that
applies a new perspective to curriculum desgin in U.S. public
schools. Introducing the framework of unbleaching, the book
explores curricular omissions and falsifications for the purpose of
advancing diversity, equity, and inclusion (DEI) in school
processes and practices. Its content is groundbreaking as it
introduces readers to often omitted contributions such as The
Teachings of PtahHotep, the oldest book in the world, and The Ahmes
Papyrus, the oldest mathematical document in the world, among
others. The Education Report indicate that U.S. schools are
experiencing modest performance (NAEP, 2022). Thus, unbleaching
framework has the potential to improve student performance through
curriculum development that is informed by multicultural practices.
The eight key tenets and processes of unbleaching provide the
context for how the curriculum might address notable omissions and
suppressed historical contributions and promote greater DEI in U.S.
public schools.
Unbleaching the Curriculum: Enhancing Diversity, Equity, Inclusion
and Beyond in Schools and Society is an innovative work that
applies a new perspective to curriculum desgin in U.S. public
schools. Introducing the framework of unbleaching, the book
explores curricular omissions and falsifications for the purpose of
advancing diversity, equity, and inclusion (DEI) in school
processes and practices. Its content is groundbreaking as it
introduces readers to often omitted contributions such as The
Teachings of PtahHotep, the oldest book in the world, and The Ahmes
Papyrus, the oldest mathematical document in the world, among
others. The Education Report indicate that U.S. schools are
experiencing modest performance (NAEP, 2022). Thus, unbleaching
framework has the potential to improve student performance through
curriculum development that is informed by multicultural practices.
The eight key tenets and processes of unbleaching provide the
context for how the curriculum might address notable omissions and
suppressed historical contributions and promote greater DEI in U.S.
public schools.
Situating the African American learning experience within the
stream of historic enslavement and hundreds of years of
institutionalized racism, this timely book introduces antiracist
foundations for teaching in the 21st century. The authors take a
holistic approach that uses Afrocentricity to identify and address
critical omissions and distortions in school curricula. Drawing on
empirical findings from a high-performing 100% African American
school, they identify what teachers and students recognize as
successful features of the schools' approach, including a unique
learning environment, support systems, spiritual affirmations,
evidences of Black education, a reframing of Afrocentricity, and
education that promotes positive Black identity. This much-needed
book demonstrates the healing power of education; provides evidence
of social, emotional, and psychological transformation within the
learning experience; and frames education as a tool for
liberation.Book Features: Offers a clear chronological analysis of
Black education in the United States and across the Diaspora.
Includes the perceptions and experiences of students and teachers
at a successful Afrocentric school. Provides the tools needed to
teach multicultural histories in an antiracist way. Examines the
benefits of Afrocentric curricula and the role of corrective
history in promoting positive Black identity. Explores the
intersections of precolonial history, student achievement, and
Afrocentric education.
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