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Case Studies on Diversity and Social Justice Education offers pre-
and in-service educators the opportunity to analyze and reflect
upon a variety of real-life scenarios related to educational equity
and social justice. The accessibly written cases allow educators to
practice considering a range of contextual factors, check their own
biases, and make immediate and longer-term decisions about how to
create and sustain equitable learning environments for all
students. Unique to this case study collection is a section of
expert insights related to each case and a seven-point process for
examining case studies. This framework guides readers through the
process of identifying, examining, reflecting on, and taking
concrete steps to resolve inequities and injustice in schools.
Features of the third edition include: 10 new case studies and
updates to existing cases that reflect societal contexts; A series
of questions to guide discussions for each case; and A section of
facilitator notes called "Points for Consideration" that provide
valuable insight for understanding how inequity is operating in
each case. The cases themselves present everyday examples of the
ways in which racism, sexism, cisgenderism, homophobia and
heterosexism, class inequities, language bias, religious-based
oppression, and other equity and diversity concerns affect
students, teachers, families, and other members of our school
communities. They involve classroom, school, and district issues
that are relevant to all grade levels and content areas, allowing
significant flexibility in how and with whom they are used.
Case Studies on Diversity and Social Justice Education offers pre-
and in-service educators the opportunity to analyze and reflect
upon a variety of real-life scenarios related to educational equity
and social justice. The accessibly written cases allow educators to
practice considering a range of contextual factors, check their own
biases, and make immediate and longer-term decisions about how to
create and sustain equitable learning environments for all
students. Unique to this case study collection is a section of
expert insights related to each case and a seven-point process for
examining case studies. This framework guides readers through the
process of identifying, examining, reflecting on, and taking
concrete steps to resolve inequities and injustice in schools.
Features of the third edition include: 10 new case studies and
updates to existing cases that reflect societal contexts; A series
of questions to guide discussions for each case; and A section of
facilitator notes called "Points for Consideration" that provide
valuable insight for understanding how inequity is operating in
each case. The cases themselves present everyday examples of the
ways in which racism, sexism, cisgenderism, homophobia and
heterosexism, class inequities, language bias, religious-based
oppression, and other equity and diversity concerns affect
students, teachers, families, and other members of our school
communities. They involve classroom, school, and district issues
that are relevant to all grade levels and content areas, allowing
significant flexibility in how and with whom they are used.
Through a rich mix of essays, memoirs, and poetry, the contributors
to "The Poverty and Education Reader" bring to the fore the
schooling experiences of poor and working class students,
highlighting the resiliency, creativity, and educational
aspirations of low-income families. They showcase proven strategies
that imaginative teachers and schools have adopted for closing the
"opportunity gap," demonstrating how they have succeeded by working
in partnership with low-income families, and despite growing class
sizes, the imposition of rote pedagogical models, and
teach-to-the-test mandates. The contributors teachers, students,
parents, educational activists, and scholars repudiate the
prevalent, but too rarely discussed, deficit views of students and
families in poverty. Rather than focusing on how to fix poor and
working class youth, they challenge us to acknowledge the ways
these youth and their families are disenfranchised by educational
policies and practices that deny them the opportunities enjoyed by
their wealthier peers. Just as importantly, they offer effective
school and classroom strategies to mitigate the effects of
educational inequality on students in poverty. Rejecting the
simplistic notion that a single program, policy, or pedagogy can
undo social or educational inequalities, this "Reader" inspires and
equips educators to challenge the disparities to which underserved
communities are subjected. It is a positive resource for students
of education and for teachers, principals, social workers,
community organizers, and policy makers who want to make the
promise of educational equality a reality."
Multicultural counseling and psychology evolved as a response to
the Eurocentrism prevalent in the Western healing professions and
has been used to challenge the Eurocentric, patriarchal, and
heteronormative constructs commonly embedded in counseling and
psychology. Ironically, some of the practices and paradigms
commonly associated with "multiculturalism" reinforce the very
hegemonic practices and paradigms that multicultural counseling and
psychology approaches were created to correct. In Decolonizing
"Multicultural" Counseling through Social Justice, counseling and
psychology scholars and practitioners examine this paradox through
a social justice lens by questioning and challenging the
infrastructure of dominance in society, as well as by challenging
ourselves as practitioners, scholars, and activists to rethink our
commitments. The authors analyze the ways well-meaning clinicians
might marginalize clients and contribute to structural inequities
despite multicultural or cross-cultural training, and offer new
frameworks and skills to replace the essentializing and
stereotyping practices that are widespread in the field. By
addressing the power imbalances embedded in key areas of
multicultural theory and practice, contributors present innovative
methods for revising research paradigms, professional education,
and hands-on practice to reflect a commitment to equity and social
justice. Together, the chapters in this book model transformative
practice in the clinic, the schools, the community, and the
discipline. Among the topics covered: Rethinking racial identity
development models. Queering multicultural competence in
counseling. Developing a liberatory approach to trauma counseling.
Decolonizing psychological practice in the context of poverty.
Utilizing indigenous paradigms in counseling research. Addressing
racism through intersectionality. A mind-opening text for
multicultural counseling and psychology courses as well as other
foundational courses in counseling and psychology education,
Decolonizing "Multicultural" Counseling through Social Justice
challenges us to let go of simplistic approaches, however
well-intended, and to embrace a more transformative approach to
counseling and psychology practice and scholarship.
Multicultural counseling and psychology evolved as a response to
the Eurocentrism prevalent in the Western healing professions and
has been used to challenge the Eurocentric, patriarchal, and
heteronormative constructs commonly embedded in counseling and
psychology. Ironically, some of the practices and paradigms
commonly associated with "multiculturalism" reinforce the very
hegemonic practices and paradigms that multicultural counseling and
psychology approaches were created to correct. In Decolonizing
"Multicultural" Counseling through Social Justice, counseling and
psychology scholars and practitioners examine this paradox through
a social justice lens by questioning and challenging the
infrastructure of dominance in society, as well as by challenging
ourselves as practitioners, scholars, and activists to rethink our
commitments. The authors analyze the ways well-meaning clinicians
might marginalize clients and contribute to structural inequities
despite multicultural or cross-cultural training, and offer new
frameworks and skills to replace the essentializing and
stereotyping practices that are widespread in the field. By
addressing the power imbalances embedded in key areas of
multicultural theory and practice, contributors present innovative
methods for revising research paradigms, professional education,
and hands-on practice to reflect a commitment to equity and social
justice. Together, the chapters in this book model transformative
practice in the clinic, the schools, the community, and the
discipline. Among the topics covered: Rethinking racial identity
development models. Queering multicultural competence in
counseling. Developing a liberatory approach to trauma counseling.
Decolonizing psychological practice in the context of poverty.
Utilizing indigenous paradigms in counseling research. Addressing
racism through intersectionality. A mind-opening text for
multicultural counseling and psychology courses as well as other
foundational courses in counseling and psychology education,
Decolonizing "Multicultural" Counseling through Social Justice
challenges us to let go of simplistic approaches, however
well-intended, and to embrace a more transformative approach to
counseling and psychology practice and scholarship.
While we are all familiar with the lives of prominent Black civil
rights leaders, few of us have a sense of what is entailed in
developing a White anti-racist identity. Few of us can name the
White activists who joined the struggle against discrimination, let
alone understand the complexities, stresses and contradictions of
doing this work while benefiting from the privileges they enjoyed
as Whites. This book fills that gap by vividly presenting, in their
own words, the personal stories, experiences and reflections of
seventeen prominent White anti-racists. They recount the
circumstances that led them to undertake this work, describe key
moments and insights along their journeys, and frankly admit their
continuing lapses and mistakes. They make it clear that confronting
oppression (including their own prejudices) - whether about race,
sexual orientation, ability or other differences - is a lifelong
process of learning. The chapters in this book are full of
inspirational and lesson-rich stories about the expanding awareness
of white social justice advocates and activists who grappled with
their White privilege and their early socialization and decided to
work against structural injustice and personal prejudice. The
authors are also self-critical, questioning their motivations and
commitments, and acknowledging that - as Whites and possessors of
other privileged identities - they continue to benefit from White
privilege even as they work against it. This is an eye-opening book
for anyone who wants to understand what it means to be White and
the reality of what is involved in becoming a White anti-racist and
social justice advocate; is interested in the paths taken by those
who have gone before; and wants to engage reflectively and
critically in this difficult and important work.
The Big Lies of School Reform provides a critical interruption to
the ongoing policy conversations taking place around public
education in the United States today. By analyzing the discourse
employed by politicians, lobbyists, think tanks, and special
interest groups, the authors uncover the hidden assumptions that
often underlie popular statements about school reform, and
demonstrate how misinformation or half-truths have been used to
reshape public education in ways that serve the interests of
private enterprise. Through a thoughtful series of essays that each
identify one "lie" about popular school reform initiatives, the
authors of this collection reveal the concrete impacts of these
falsehoods-from directing funding to shaping curricula to defining
student achievement. Luminary contributors including Deborah Meier,
Jeannie Oakes, Gloria Ladson-Billings, and Jim Cummins explain how
reform movements affect teachers and administrators, and how
widely-accepted mistruths can hinder genuine efforts to keep public
education equitable, effective, and above all, truly public. Topics
covered include common core standards, tracking, alternative paths
to licensure, and the disempowerment of teachers' unions. Beyond
critically examining the popular rhetoric, the contributors offer
visions for improving educational access, opportunity, and outcomes
for all students and educators, and for protecting public education
as a common good.
Through a rich mix of essays, memoirs, and poetry, the contributors
to "The Poverty and Education Reader" bring to the fore the
schooling experiences of poor and working class students,
highlighting the resiliency, creativity, and educational
aspirations of low-income families. They showcase proven strategies
that imaginative teachers and schools have adopted for closing the
"opportunity gap," demonstrating how they have succeeded by working
in partnership with low-income families, and despite growing class
sizes, the imposition of rote pedagogical models, and
teach-to-the-test mandates. The contributors teachers, students,
parents, educational activists, and scholars repudiate the
prevalent, but too rarely discussed, deficit views of students and
families in poverty. Rather than focusing on how to fix poor and
working class youth, they challenge us to acknowledge the ways
these youth and their families are disenfranchised by educational
policies and practices that deny them the opportunities enjoyed by
their wealthier peers. Just as importantly, they offer effective
school and classroom strategies to mitigate the effects of
educational inequality on students in poverty. Rejecting the
simplistic notion that a single program, policy, or pedagogy can
undo social or educational inequalities, this "Reader" inspires and
equips educators to challenge the disparities to which underserved
communities are subjected. It is a positive resource for students
of education and for teachers, principals, social workers,
community organizers, and policy makers who want to make the
promise of educational equality a reality."
Frustrated by the challenge of opening teacher education students
to a genuine understanding of the social justice concepts vital for
creating an equitable learning environment? Do your students ever
resist accepting that lesbian, gay, bisexual, transgender, or queer
people experience bias or oppression, or that their experiences
even belong in a conversation about "diversity,"
"multiculturalism," or "social justice?" Recognising these are
common experiences for teacher educators, the contributors to this
book present their struggles and achievements in developing
approaches that have successfully guided students to complex
understandings of such threshold concepts as White privilege,
homophobia, and heteronormativity, overcoming the "bottlenecks"
that impede progress toward bigger learning goals and
understandings. The authors initiate a conversation - one largely
absent in the social justice education literature and the discourse
- about the common content- and pedagogy-related challenges that
social justice educators face in their work, particularly for those
doing this work in relative or literal isolation, where collegial
understanding cannot be found down the hall or around the corner.
In doing so they hope not only to help individual teachers in their
practice, but also strengthen social justice teacher education more
systemically. Each contributor identifies a learning bottleneck
related to one or two specific threshold concepts that they have
struggled to help their students learn. Each chapter is a narrative
about individual efforts toward sometimes profound pedagogical
adjustment, about ambiguity and cognitive dissonance and
resistance, about trial and error, and about how these educators
found ways to facilitate foundational social justice learning among
a diversity of education students. Although this is not intended to
be a "how-to" manual, or to provide five easy steps to enable
straight students to "get" heteronormativity, each chapter does
describe practical strategies that teachers might adapt as part of
their own practice.
Frustrated by the challenge of opening teacher education students
to a genuine understanding of the social justice concepts vital for
creating an equitable learning environment? Do your students ever
resist accepting that lesbian, gay, bisexual, transgender, or queer
people experience bias or oppression, or that their experiences
even belong in a conversation about "diversity,"
"multiculturalism," or "social justice?" Recognising these are
common experiences for teacher educators, the contributors to this
book present their struggles and achievements in developing
approaches that have successfully guided students to complex
understandings of such threshold concepts as White privilege,
homophobia, and heteronormativity, overcoming the "bottlenecks"
that impede progress toward bigger learning goals and
understandings. The authors initiate a conversation - one largely
absent in the social justice education literature and the discourse
- about the common content- and pedagogy-related challenges that
social justice educators face in their work, particularly for those
doing this work in relative or literal isolation, where collegial
understanding cannot be found down the hall or around the corner.
In doing so they hope not only to help individual teachers in their
practice, but also strengthen social justice teacher education more
systemically. Each contributor identifies a learning bottleneck
related to one or two specific threshold concepts that they have
struggled to help their students learn. Each chapter is a narrative
about individual efforts toward sometimes profound pedagogical
adjustment, about ambiguity and cognitive dissonance and
resistance, about trial and error, and about how these educators
found ways to facilitate foundational social justice learning among
a diversity of education students. Although this is not intended to
be a "how-to" manual, or to provide five easy steps to enable
straight students to "get" heteronormativity, each chapter does
describe practical strategies that teachers might adapt as part of
their own practice.
The Big Lies of School Reform provides a critical interruption to
the ongoing policy conversations taking place around public
education in the United States today. By analyzing the discourse
employed by politicians, lobbyists, think tanks, and special
interest groups, the authors uncover the hidden assumptions that
often underlie popular statements about school reform, and
demonstrate how misinformation or half-truths have been used to
reshape public education in ways that serve the interests of
private enterprise. Through a thoughtful series of essays that each
identify one "lie" about popular school reform initiatives, the
authors of this collection reveal the concrete impacts of these
falsehoods-from directing funding to shaping curricula to defining
student achievement. Luminary contributors including Deborah Meier,
Jeannie Oakes, Gloria Ladson-Billings, and Jim Cummins explain how
reform movements affect teachers and administrators, and how
widely-accepted mistruths can hinder genuine efforts to keep public
education equitable, effective, and above all, truly public. Topics
covered include common core standards, tracking, alternative paths
to licensure, and the disempowerment of teachers' unions. Beyond
critically examining the popular rhetoric, the contributors offer
visions for improving educational access, opportunity, and outcomes
for all students and educators, and for protecting public education
as a common good.
While we are all familiar with the lives of prominent Black civil
rights leaders, few of us have a sense of what is entailed in
developing a White anti-racist identity. Few of us can name the
White activists who joined the struggle against discrimination, let
alone understand the complexities, stresses and contradictions of
doing this work while benefiting from the privileges they enjoyed
as Whites. This book fills that gap by vividly presenting, in their
own words, the personal stories, experiences and reflections of
seventeen prominent White anti-racists. They recount the
circumstances that led them to undertake this work, describe key
moments and insights along their journeys, and frankly admit their
continuing lapses and mistakes. They make it clear that confronting
oppression (including their own prejudices) – whether about race,
sexual orientation, ability or other differences – is a lifelong
process of learning. The chapters in this book are full of
inspirational and lesson-rich stories about the expanding awareness
of white social justice advocates and activists who grappled with
their White privilege and their early socialization and decided to
work against structural injustice and personal prejudice. The
authors are also self-critical, questioning their motivations and
commitments, and acknowledging that – as Whites and possessors of
other privileged identities – they continue to benefit from White
privilege even as they work against it. This is an eye-opening book
for anyone who wants to understand what it means to be White and
the reality of what is involved in becoming a White anti-racist and
social justice advocate; is interested in the paths taken by those
who have gone before; and wants to engage reflectively and
critically in this difficult and important work.
International Advances in Education: Global Initiatives for Equity
and Social Justice is an international research monograph series of
scholarly works that primarily focus on empowering students
(children, adolescents, and young adults) from diverse current
circumstances and historic beliefs and traditions to become
non-exploited/non-exploitive contributing members of the 21st
century. The series draws on the research and innovative practices
of investigators, academics, and community organizers around the
globe that have contributed to the evidence base for developing
sound educational policies, practices, and programs that optimize
all students' potential. Each volume includes multidisciplinary
theory, research, and practices that provide an enriched
understanding of the drivers of human potential via education to
assist others in exploring, adapting, and replicating innovative
strategies that enable ALL students to realize their full
potential. Chapters in this volume are drawn from a wide range of
countries including: Australia, Brazil, Canada, China, Finland,
Georgia, Haiti, India, Italy, Kyrgyzstan, Portugal, Slovenia,
Tanzania and The United States all addressing issues of educational
inequity, economic constraint, class bias and the links between
education, poverty and social status. The individual chapters
provide examples of theory, research, and practice that
collectively present a lively, informative, cross-perspective,
international conversation highlighting the significant gross
economic and social injustices that abound in a wide variety of
educational contexts around the world while spotlighting important,
inspirational, and innovative remedies. Taken together, the
chapter's advance our understanding of best practices in the
education of economically disadvantaged and socially marginalized
populations while collectively rejecting institutional policies and
traditional practices that reinforce the roots of economic and
social discrimination. Chapter authors, utilize a range of
methodologies including empirical research, historical reviews,
case studies and personal reflections to demonstrate that poverty
and class status are socio-political conditions, rather than
individual identities. In addition, that education is an absolute
human right and a powerful mechanism to promote individual,
national, and international upward social and economic mobility,
national stability and citizen wellbeing.
International Advances in Education: Global Initiatives for Equity
and Social Justice is an international research monograph series of
scholarly works that primarily focus on empowering students
(children, adolescents, and young adults) from diverse current
circumstances and historic beliefs and traditions to become
non-exploited/non-exploitive contributing members of the 21st
century. The series draws on the research and innovative practices
of investigators, academics, and community organizers around the
globe that have contributed to the evidence base for developing
sound educational policies, practices, and programs that optimize
all students' potential. Each volume includes multidisciplinary
theory, research, and practices that provide an enriched
understanding of the drivers of human potential via education to
assist others in exploring, adapting, and replicating innovative
strategies that enable ALL students to realize their full
potential. Chapters in this volume are drawn from a wide range of
countries including: Australia, Brazil, Canada, China, Finland,
Georgia, Haiti, India, Italy, Kyrgyzstan, Portugal, Slovenia,
Tanzania and The United States all addressing issues of educational
inequity, economic constraint, class bias and the links between
education, poverty and social status. The individual chapters
provide examples of theory, research, and practice that
collectively present a lively, informative, cross-perspective,
international conversation highlighting the significant gross
economic and social injustices that abound in a wide variety of
educational contexts around the world while spotlighting important,
inspirational, and innovative remedies. Taken together, the
chapter's advance our understanding of best practices in the
education of economically disadvantaged and socially marginalized
populations while collectively rejecting institutional policies and
traditional practices that reinforce the roots of economic and
social discrimination. Chapter authors, utilize a range of
methodologies including empirical research, historical reviews,
case studies and personal reflections to demonstrate that poverty
and class status are socio-political conditions, rather than
individual identities. In addition, that education is an absolute
human right and a powerful mechanism to promote individual,
national, and international upward social and economic mobility,
national stability and citizen wellbeing.
This influential book describes the knowledge and skills teachers
and school administrators need to recognize and combat bias and
inequity that undermine educational engagement for students
experiencing poverty. Featuring important revisions based on newly
available research and lessons from the author's professional
development work, this Second Edition includes: a new chapter
outlining the dangers of "grit" and deficit perspectives as
responses to educational disparities; three updated chapters of
research-informed, on-the-ground strategies for teaching and
leading with equity literacy; and expanded lists of resources and
readings to support transformative equity work in high-poverty and
mixed-class schools. Written with an engaging, conversational style
that makes complex concepts accessible, this book will help readers
learn how to recognize and respond to even the subtlest inequities
in their classrooms, schools, and districts.
This collection of groundbreaking essays brings together a diverse
group of experts who are researching, theorizing, and enacting
anti-oppressive education in "elite" schooling environments-that
is, schools imbued with wealth and whiteness. This volume explores
how those who are in a position of power can be educated to take
active steps that reduce and disrupt oppression. Each essayist,
writing with practitioners in mind, responds to one of four guiding
questions from their unique point of view as an educator, student,
or researcher: Why does this work matter? What is needed to start
and sustain it? What does it look like in practice? What are the
common pitfalls and how can they be avoided? Readers are encouraged
to mull over various perspectives and experiences to find answers
that fit their own contexts. This important book addresses the need
to educate for social justice within economically privileged
settings where power can be leveraged and repurposed for the
benefit of a diverse society. Book Features: Identifies ethical and
effective pedagogical and curricular approaches to use with
students in "elite" school settings. Examines what it means to work
or learn in "elite" educational spaces for those who hold
nondominant identities. Explores the special obligations and
responsibilities these schools require furthering justice. Looks at
how teachers can navigate the unique challenges that arise, the
conditions needed to support them, and what counts as success for
anti-oppressive education in "elite" schools.
Purposeful, intentional racial bias poses an obvious threat to the
possibility of real equity in schools. In this volume, antiracist
educators explore an equally troubling, but insufficiently explored
threat: the racism upheld by schools and districts that claim an
antiracist commitment. These institutions perpetuate disparities by
enacting that commitment through surface-level and soft diversity
and inclusion goals and popular initiatives that are more equity
optics than antiracism. This book asks: How is racism perpetuated
through actions, programs, practices, and initiatives that might
appear to be inclusion-oriented or "progressive," but never quite
get around to eliminating racism? How do these efforts pose as
racial equity while protecting systems of advantage and
disadvantage—creating a sort of equity inertia? The book then
asks: What would antiracism look like if we enacted a deeper
antiracist approach? What is a truer vision for racial equity?
Diverse authors apply these questions to an equally diverse
assortment of programs and practices, such as trauma-informed care,
social-emotional learning, restorative practices, anti-bias work in
early childhood education, Montessori schooling, "inclusive" social
studies curricula, and toxic positivity and "niceness" as stand-ins
for racial equity. Book Features: Illustrates how K–12 educators
can adopt more authentically justice-oriented approaches to
antiracism. Draws on existing theoretical frameworks such as
critical race theory, critical whiteness studies, culturally
sustaining pedagogies, and equity literacy. Examines concepts such
as white fragility, racial battle fatigue, white privilege, and
interest convergence. Includes a range of authors, from racial
justice scholars to classroom teachers. Offers an engaging and
accessible format that combines narrative with theoretical
grounding, bridging critical analysis to visions for moving
forward.
As schools grow more and more vulnerable to the whims of profiteers
and, as a result, become less and less a sacred public space of
learning and justice, the voices of everyday educators and students
are increasingly marginalized. This is the tyranny of neoliberal
school reform: silence the people who know education, the people
committed to equity and justice, and elevate the voices and desires
of the privileged few whose knowledge of education is peripheral
and profit-driven. Talking Back and Moving Forward: An Education
Revolution in Poetry and Prose is a collective response to this
tyranny, a collecting rallying cry for reclaiming our schools. It
is a chorus of voices from teachers, educators, and educational
justice advocates who refuse to be silenced-who are standing up and
responding to the imposition of damaging school reform initiatives.
Unconfined by the conventions of the traditional scholarly voice,
the contributors use poetry, memoir, short stories, and
photography, choosing the expressions that most effectively capture
their experiences and their demands for educational and social
justice.
As schools grow more and more vulnerable to the whims of profiteers
and, as a result, become less and less a sacred public space of
learning and justice, the voices of everyday educators and students
are increasingly marginalized. This is the tyranny of neoliberal
school reform: silence the people who know education, the people
committed to equity and justice, and elevate the voices and desires
of the privileged few whose knowledge of education is peripheral
and profit-driven. Talking Back and Moving Forward: An Education
Revolution in Poetry and Prose is a collective response to this
tyranny, a collecting rallying cry for reclaiming our schools. It
is a chorus of voices from teachers, educators, and educational
justice advocates who refuse to be silenced-who are standing up and
responding to the imposition of damaging school reform initiatives.
Unconfined by the conventions of the traditional scholarly voice,
the contributors use poetry, memoir, short stories, and
photography, choosing the expressions that most effectively capture
their experiences and their demands for educational and social
justice.
Voices for Diversity and Social Justice: A Literary Education
Anthology is an unflinching exploration through poetry, prose, and
art of the heart of our educational system-of the segregation,
bias, and oppression that are part of the daily lives of so many
students and educators. It is also a series of poetical insights
into the fights for liberation and resistance at the heart of many
of the same students' and teachers' lives. The contributors-youth,
educators, activists, others-share what it is like to face
discrimination, challenge unjust policy, or subvert monotony by
cultivating a vibrant, equitable, revolutionary school environment.
This is not a prescriptive text, but instead a call to action. It
is a call from many literary voices to create schools where social
justice is at the core of education. Stunning in its revelations,
Voices for Diversity and Social Justice is an anthology by
educators and students unafraid to be passionate about what is
missing, what is needed, and what is working in order to make that
vision a reality.
Voices for Diversity and Social Justice: A Literary Education
Anthology is an unflinching exploration through poetry, prose, and
art of the heart of our educational system-of the segregation,
bias, and oppression that are part of the daily lives of so many
students and educators. It is also a series of poetical insights
into the fights for liberation and resistance at the heart of many
of the same students' and teachers' lives. The contributors-youth,
educators, activists, others-share what it is like to face
discrimination, challenge unjust policy, or subvert monotony by
cultivating a vibrant, equitable, revolutionary school environment.
This is not a prescriptive text, but instead a call to action. It
is a call from many literary voices to create schools where social
justice is at the core of education. Stunning in its revelations,
Voices for Diversity and Social Justice is an anthology by
educators and students unafraid to be passionate about what is
missing, what is needed, and what is working in order to make that
vision a reality.
Purposeful, intentional racial bias poses an obvious threat to the
possibility of real equity in schools. In this volume, antiracist
educators explore an equally troubling, but insufficiently explored
threat: the racism upheld by schools and districts that claim an
antiracist commitment. These institutions perpetuate disparities by
enacting that commitment through surface-level and soft diversity
and inclusion goals and popular initiatives that are more equity
optics than antiracism. This book asks: How is racism perpetuated
through actions, programs, practices, and initiatives that might
appear to be inclusion-oriented or "progressive," but never quite
get around to eliminating racism? How do these efforts pose as
racial equity while protecting systems of advantage and
disadvantage—creating a sort of equity inertia? The book then
asks: What would antiracism look like if we enacted a deeper
antiracist approach? What is a truer vision for racial equity?
Diverse authors apply these questions to an equally diverse
assortment of programs and practices, such as trauma-informed care,
social-emotional learning, restorative practices, anti-bias work in
early childhood education, Montessori schooling, "inclusive" social
studies curricula, and toxic positivity and "niceness" as stand-ins
for racial equity. Book Features: Illustrates how K–12 educators
can adopt more authentically justice-oriented approaches to
antiracism. Draws on existing theoretical frameworks such as
critical race theory, critical whiteness studies, culturally
sustaining pedagogies, and equity literacy. Examines concepts such
as white fragility, racial battle fatigue, white privilege, and
interest convergence. Includes a range of authors, from racial
justice scholars to classroom teachers. Offers an engaging and
accessible format that combines narrative with theoretical
grounding, bridging critical analysis to visions for moving
forward.
This collection of groundbreaking essays brings together a diverse
group of experts who are researching, theorizing, and enacting
anti-oppressive education in "elite" schooling environments—that
is, schools imbued with wealth and whiteness. This volume explores
how those who are in a position of power can be educated to take
active steps that reduce and disrupt oppression. Each essayist,
writing with practitioners in mind, responds to one of four guiding
questions from their unique point of view as an educator, student,
or researcher: Why does this work matter? What is needed to start
and sustain it? What does it look like in practice? What are the
common pitfalls and how can they be avoided? Readers are encouraged
to mull over various perspectives and experiences to find answers
that fit their own contexts. This important book addresses the need
to educate for social justice within economically privileged
settings where power can be leveraged and repurposed for the
benefit of a diverse society. Book Features: Identifies ethical and
effective pedagogical and curricular approaches to use with
students in "elite" school settings. Examines what it means to work
or learn in "elite" educational spaces for those who hold
nondominant identities. Explores the special obligations and
responsibilities these schools require furthering justice. Looks at
how teachers can navigate the unique challenges that arise, the
conditions needed to support them, and what counts as success for
anti-oppressive education in "elite" schools.
In Assault on Kids and Teachers, educators from across the United
States push back against the neoliberal school reform movements
that are taking the "public" out of public education, demonizing
teachers, and stealing from youth the opportunity for an equitable,
just, and holistic education. Contributors, including teachers,
educational and community activists, teacher educators, critical
education scholars, and others, expose how racism, economic
injustice, and other forms of injustice are created and recreated
both locally and nationally through educational policies more
intent on turning schools into profit centers and undermining
teacher unions than on strengthening public schools. Topics include
the privatization of public schools, the growing influence of grit
ideology on school practices, zero tolerance policies and the
school-to-prison pipeline, Teach For America, the lies behind the
charter school movement, and the damage TPAs are doing to teacher
education. Beyond leveling critiques at these and other troubling
trends and practices, though, contributors describe the many sites
and forms of resistance emerging in response to these assaults on
kids and teachers from students, parents, teachers, and other
concerned people. Assault on Kids and Teachers is both a call for
deeper understandings of anti-democratic and regressive school
reform initiatives and an invitation into movements for putting the
"public" back into public education.
In Assault on Kids and Teachers, educators from across the United
States push back against the neoliberal school reform movements
that are taking the "public" out of public education, demonizing
teachers, and stealing from youth the opportunity for an equitable,
just, and holistic education. Contributors, including teachers,
educational and community activists, teacher educators, critical
education scholars, and others, expose how racism, economic
injustice, and other forms of injustice are created and recreated
both locally and nationally through educational policies more
intent on turning schools into profit centers and undermining
teacher unions than on strengthening public schools. Topics include
the privatization of public schools, the growing influence of grit
ideology on school practices, zero tolerance policies and the
school-to-prison pipeline, Teach For America, the lies behind the
charter school movement, and the damage TPAs are doing to teacher
education. Beyond leveling critiques at these and other troubling
trends and practices, though, contributors describe the many sites
and forms of resistance emerging in response to these assaults on
kids and teachers from students, parents, teachers, and other
concerned people. Assault on Kids and Teachers is both a call for
deeper understandings of anti-democratic and regressive school
reform initiatives and an invitation into movements for putting the
"public" back into public education.
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