|
Showing 1 - 11 of
11 matches in All Departments
This book draws on critical race theories and teachers'
testimonials grounded in 20 years of teaching experiences to reveal
the ways in which racial and cultural biases are embedded in school
curricula, and both their intended and unintended consequences on
the learning and well being of students of color. More
specifically, this book examines how these biases have played a
significant role in the mis-education, misrepresentation, and
marginalization of African American, Native American, Latino and
Asian students. But the analysis doesn't stop there. The author
goes beyond the school walls to underscore how systemic racism,
paired with colonialism, has impacted the lives of racially
marginalized groups in both the United States and developing
countries. This book uncovers these injustices and proposes
alternative ways in which racism can be unschooled.
At the time of Obama's draconian anti-immigrant policies leading to
massive deportation of undocumented, poor immigrants of colour,
there could not be a more timely and important book than this
edited volume, which critically examines ways in which immigration,
race, class, language, and gender issues intersect and impact the
life of many immigrants, including immigrant students. This book
documents the journey, many success-stories, as well as stories
that expose social inequity in schools and U.S. society. Further,
this book examines issues of social inequity and resource gaps
shaping the relations between affluent and poor-working class
students, including students of colour. Authors in this volume also
critically unpack anti-immigrant policies leading to the separation
of families and children. Equally important, contributors to this
book unveil ways and degree to which xenophobia and linguicism have
affected immigrants, including immigrant students and faculty of
colour, in both subtle and overt ways, and the manner in which many
have resisted these forms of oppression and affirmed their
humanity. Lastly, chapters in this much-needed and well-timed
volume have pointed out the way racism has limited life chances of
people of colour, including students of colour, preventing many of
them from fulfilling their potential succeeding in schools and
society at large.
At the time of Obama's draconian anti-immigrant policies leading to
massive deportation of undocumented, poor immigrants of colour,
there could not be a more timely and important book than this
edited volume, which critically examines ways in which immigration,
race, class, language, and gender issues intersect and impact the
life of many immigrants, including immigrant students. This book
documents the journey, many success-stories, as well as stories
that expose social inequity in schools and U.S. society. Further,
this book examines issues of social inequity and resource gaps
shaping the relations between affluent and poor-working class
students, including students of colour. Authors in this volume also
critically unpack anti-immigrant policies leading to the separation
of families and children. Equally important, contributors to this
book unveil ways and degree to which xenophobia and linguicism have
affected immigrants, including immigrant students and faculty of
colour, in both subtle and overt ways, and the manner in which many
have resisted these forms of oppression and affirmed their
humanity. Lastly, chapters in this much-needed and well-timed
volume have pointed out the way racism has limited life chances of
people of colour, including students of colour, preventing many of
them from fulfilling their potential succeeding in schools and
society at large.
Every century has witnessed the birth of a few world-transcending
intellectuals as well as talented emerging scholars. Noam Chomsky
and Pierre W. Orelus are no exception. Using dialogues exchanged
over the course of nine years, combined with heartfelt critical
essays, Chomsky and Orelus analytically examine social justice
issues, such as unbalanced relationships between dominant and
subjugated languages, democratic schooling, neoliberalism,
colonization, and the harmful effect of Western globalization on
developing countries, particularly on the poor living in those
countries. On Language, Democracy, and Social Justice offers a
unique perspective on these issues. Educators and scholar-activists
interested in challenging the long-standing status quo to inspire
transformative social, educational, and political change must read
this book.
Every century has witnessed the birth of a few world-transcending
intellectuals as well as talented emerging scholars. Noam Chomsky
and Pierre W. Orelus are no exception. Using dialogues exchanged
over the course of nine years, combined with heartfelt critical
essays, Chomsky and Orelus analytically examine social justice
issues, such as unbalanced relationships between dominant and
subjugated languages, democratic schooling, neoliberalism,
colonization, and the harmful effect of Western globalization on
developing countries, particularly on the poor living in those
countries. On Language, Democracy, and Social Justice offers a
unique perspective on these issues. Educators and scholar-activists
interested in challenging the long-standing status quo to inspire
transformative social, educational, and political change must read
this book.
Drawing on critical race theory, this book critically examines race
through a mosaic lens pointing out various issues directly
connected to it, such as racial identity politics, racism,
multiracialism, interracial relationships, and the hegemony of
whiteness. This book goes further to analyze the manner in which
socially constructed racial stereotypes contribute to and are used
to justify the poor socio-economic situation and marginalization of
People of Color, particularly the poor ones. Designed for a broad
range of readers, this book aims to open up democratic spaces for
genuine discussions about racial issues.
Drawing on critical race theory, this book critically examines race
through a mosaic lens pointing out various issues directly
connected to it, such as racial identity politics, racism,
multiracialism, interracial relationships, and the hegemony of
whiteness. This book goes further to analyze the manner in which
socially constructed racial stereotypes contribute to and are used
to justify the poor socio-economic situation and marginalization of
People of Color, particularly the poor ones. Designed for a broad
range of readers, this book aims to open up democratic spaces for
genuine discussions about racial issues.
A Decolonizing Encounter examines the effects of western
colonialism on historically marginalized and colonized populations
living both in the West and the "third world". Specifically, it
explores crucial issues such as the decolonizing of schools and
communities of color; the decentralization of power of the
capitalist and colonial state; globalization; democracy; and
struggle for political and economic justice for all peoples. This
book holds appeal particularly to committed social justice
educators, as well as scholars and community activists concerned
with the important issues of schooling, colonization, democracy,
and the right of all students to have access to quality and
democratic education. Given its interdisciplinary scope,
undergraduate and graduate students majoring in or interested in
disciplines such as education, colonial and postcolonial studies,
history, anthropology, sociology, and ethnic studies will find this
book deeply relevant to their intellectual formation and scholarly
interests.
Drawing on critical race theory and empirical data from case
studies involving fifty men of African descent, this book presents
a new perspective on black masculinity, maleness, sexism, and
institutional racism. The book situates black masculinity in a
racial, socio-historical, and postcolonial context to provide
innovative ways of understanding the profound effects of
institutional racism. Although its focus is primarily on people of
African descent, the book addresses issues concerning all races and
ethnicities, explores the harmful effects of sexism and homophobia
on women and queer people, and proposes practical steps that can be
taken to fight against socio-economic inequality and injustice that
is racially-, gender-, and sexually-based. Given the practical
nature and interdisciplinary dimension of this book, readers and
educators studying race, racism, sexism, and gender issues will
find it germane to their needs and their classes.
It is ironic that our ever-present preoccupation with closing the
achievement gap is insufficiently articulated in current federal
education policy. To this end, Pierre Orelus' study cogently
underscores the fruitfulness of caring teachers' persistence in
bridging the all-too-frequent gulf that exists between school and
community together with an apprenticeship model that saturates
youth in academic discourses. This is an encouraging and inspiring
read. Angela Valenzuela, College of Education, University of Texas
at Austin, author of Subtractive Schooling and Leaving Children
Behind. Orelus' book provides valuable insights into the resources,
including teachers' teaching practices, students' level of
motivation, their family values, and the students' academic
background, that contribute to academic achievement for English
language learners. The author's close examination of what enabled
four middle school ELLs to succeed academically illustrates that
even students who are labeled "at risk" can succeed with the right
support. David Freeman, Ph.D. Professor of Reading and ESL Chair:
Department of Language, Literacy, and Intercultural Studies The
University of Texas at Brownsville Pierre Orelus draws on his
personal experiences as an English-language learner to examine
ELL's academic achievement and underachievement. Guadalupe Valdes,
Ph.D. Bonnie Katz Tenenbaum Professor of Education Stanford
University This book addresses one of the most pressing issues
facing US education - how best to support the academic literacy of
English Language Learners. Pierre Orelus looks closely at teaching
practices that contribute to students' academic growth, and he adds
to the mounting evidence of the negative impact of high stakes
testing and accountability on teaching, especially for students who
are learning English. This is a powerful call to reject the
culturally and educationally reductive practices promoted by No
Child Left Behind. Professor Pauline Lipman University of Illinois
at Chicago Author of High Stakes Education; Inequality,
Globalization, and Urban School Reform
In this book, the author critically analyzes the wide-ranging
effects of western neo-colonial and neo-liberal economic and
political policies on Haiti and other oppressed nations. The
author's overarching argument is that western colonization of these
countries has taken a different form with a disguised mask.
Further, the author contends that this form of colonization and
"new" occupation has been made possible through the control of the
economic and political apparatus of these disfranchised nations and
the ideological domination of people living there, often maintained
through canonical texts and institutions such as schools, the army,
the media, and churches. The author situates this new form of
occupation of Haiti by western imperialist powers in the context of
western neo-liberal economic and political policies. Finally,
critically analyzing the Haiti's school system, which he argues is
colonial-based, the author demonstrates how students living in this
island have been mis-educated to internalize and reproduce western
values, beliefs, and norms at the expense of their own.
Interweaving the perspectives of subject and critical observer,
Pierre Orelus reveals multiple dimensions of the material and
psychological devastation left in the wake of Western imperial
conquest. His ruminations focus on his native Haiti, once the
world's richest colony, severely punished for daring to become the
first free country of free men in the hemisphere, now its most
deeply impoverished and brutalized society. But his thoughts and
their implications reach well beyond, yielding valuable insight
into the pain and suffering of the traditional victims, and their
resilience and hope. Noam Chomsky, Emeritus Professor at
Massachusetts Institute of Technology, author of Hegemony or
Survival. The voices of those brutalized by the twin iniquities of
neocolonialism and imperialism have for too long been silenced. In
this personal narrative, Pierre Orelus, a Haitian immigrant and
educator, shares his reflections, hopes, and dreams for the future.
It is time for a voice such as Pierre's to be heard by teachers,
teacher educators, and others concerned with social justice. Sonia
Nieto Emeritus Professor at University of Massachusetts at Amherst,
author of Affirming Diversity. In this age of the corporate
university where academic trends shift as fast as youth fashion,
it's a breath of fresh air to have a book like "The Occupier and
the "New" Occupied -Haiti and Other Oppressed Nations Under Western
Neocolonial, Neoliberal and Imperialist Dominations" that
fearlessly grounds itself in a vast history of anti-colonial theory
and research while expanding these horizons with a cutting critique
of neoliberalism's imperialist agenda. Orelus' book is a must read
for anyone interested in understanding the dark side of
globalization. Pepi Leistyna Associate Professor of Applied
Linguistics and Cultural Studies at University of
Massachusetts-Boston, author of Cultural Studies: From Theory to
Action. In this book a daring and caring teacher conceptualizes and
considers a problem that escapes many: how do schools become sites
of occupation? Thinking of ways to explain this problem to the
reader, the author slowly builds an argument that children can
learn best in schools that are liberated from occupation, and
suggestions are made about how this could be accomplished. Anyone
who wants to help students grow will want to reflect on arguments
set forth in this book. Dr. Enoch Page Associate Professor at
University of Massachusetts at Amherst.
|
|