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We hold that the mission of social studies is not attainable,
without attention to the ways in which race and racism play out in
society-past, present, and future. In a follow up to the book,
Doing Race in Social Studies (2015), this new volume addresses
practical considerations of teaching about race within the context
of history, geography, government, economics, and the behavioral
sciences. Race Lessons: Using Inquiry to Teach About Race in Social
Studies addresses the space between the theoretical and the
practical and provides teachers and teacher educators with concrete
lesson ideas for how to engage learners with social studies content
and race. Oftentimes, social studies teachers do not teach about
race because of several factors: teacher fear, personal notions of
colorblindness, and attachment to multicultural narratives that
stress assimilation. This volume will begin to help teachers and
teacher educators start the conversation around realistic and
practical race pedagogy. The chapters included in this volume are
written by prominent social studies scholars and classroom
teachers. This work is unique in that it represents an attempt to
use Critical Race Theory and inquiry pedagogy (Inquiry Design
Model) to teach about race in the social science disciplines.
Race and racism are a foundational part of the global and American
experience. With this idea in mind, our social studies classes
should reflect this reality. Social studies educators often have
difficulties teaching about race within the context of their
classrooms due to a variety of institutional and personal factors.
Doing Race in Social Studies: Critical Perspectives provides
teachers at all levels with research in social studies and critical
race theory (CRT) and specific content ideas for how to teach about
race within their social studies classes. The chapters in this book
serve to fill the gap between the theoretical and the practical, as
well as help teachers come to a better understanding of how
teaching social studies from a CRT perspective can be enacted. The
chapters included in this volume are written by prominent scholars
in the field of social studies and CRT. They represent an original
melding of CRT concepts with considerations of enacted social
studies pedagogy. This volume addresses a void in the social
studies conversation about race-how to think and teach about race
within the social science disciplines that comprise the social
studies. Given the original nature of this work, Doing Race in
Social Studies: Critical Perspectives is a much-needed addition to
the conversation about race and social studies education.
Rethinking School-University Partnerships: A New Way Forward
provides educational leaders in K-12 schools and colleges of
education with insight, advice, and direction into the task of
creating partnerships. In current times, colleges of education and
local school districts need each other like never before. School
districts struggle with pipeline, recruitment, and retention
issues. Colleges of education face declining enrollment and a
shifting educational landscape that fundamentally changes the way
that teachers are trained and what local school districts expect
their teachers to be able to do. It is with these overlapping
constraints and converging interests that partnerships emerge as a
foundational strategy for strengthening the education of our
teachers. With nearly 80 contributors from 16 states (and Jamaica)
representing 39 educational institutions, the partnerships
described in this book are different from the ways in which
colleges of education and school districts have traditionally
worked with one another. In the past, these loose relationships
centered primarily on student teaching and/or field experience
placements. In this arrangement, the relationship was directed
towards ensuring that the local schools were amenable to hosting
students from the college of education so that the student/
candidate could complete the requirements to earn a teaching
license. In our view, this paradigm needs to be enlarged and
shifted.
The objective of this edited volume is to shed light upon K-12
perspectives of various school stakeholders in the current unique
context of increasing political polarization and heightened teacher
and student activism. It is grounded in academic freedom case law
and the majority of opinion of the Supreme Court in the Tinker v.
Des Moines Independent Community School District (1969) that held
that certain forms of expression are protected by the First
Amendment. Justice Fortas wrote in the majority opinion that "it
can hardly be argued that either students or teachers shed their
constitutional rights to freedom of speech or expression at the
schoolhouse gate." This volume is timely and instructive, as
protections afforded by the First Amendment are a topic of enduring
concern, with such freedoms requiring vigilant advocacy and
protection from each generation. Paulo Freire stated, "Citizenship
is not obtained by chance: It is a construction that, never
finished, demands we fight for it" (1998, p. 90). There is
confusion and much debate in and outside of schools about how and
when these and other rights described in the First Amendment may or
may not be limited, and the time is now to clarify the place of
such rights in public education. At the Schoolhouse Gate is divided
into three sections: Foundations, Case Studies of Rights in
Schools, and Choices to Act. The "Foundations" section presents the
case law pertaining to the rights of both teachers and students,
setting the tone for what presently is permissible and chronicling
the ongoing struggle with defining rights and responsibilities in
schools. In "Case Studies of Rights in Schools," various authors
examine teacher and student interactions with rights and
responsibilities in schools, including the interest of students in
participating with their teachers in the democratic experiment of
schooling, the promise of student-led conferences, a new teacher's
success with democratizing her classroom, and student views of news
and technology. "Choices to Act" includes a portrait of teacher
activism during the Oklahoma Walkout, a general counsel's advice to
teachers for availing themselves of their rights, a story of a
civic education curriculum generating student agency, and vignettes
of two public high school students who took action in their schools
and communities.
Conversational in tone and providing highly practical advice for
new deans, Reflections of a Rookie Dean: Lessons from the First
Year chronicles the experiences of a novice college leader.
Providing aspiring and new deans with insight and direction into
the job of leading a college, this book is well positioned to help
new leaders develop a better understanding of leadership in higher
education and the challenges that new deans face. Deans, who
function as middle managers in higher education, face a distinctive
set of challenges. They are responsible for leading their college,
implementing shared strategies, and motivating staff. But, they are
also expected to enact the vision of senior leadership and mobilize
support for broader institutional goals. To be successful, they
must be skilled at managing both up and down the institutional
hierarchy. This book provides insight into: Understanding what
effective leadership looks like in practice Developing leaders in
your college Understanding how to initiate and implement change
Considering the ethical aspects of leading Understanding how your
leadership and college fits within the larger university
Strategically thinking about decision-making Understanding the
rhythms of serving as a new dean and leader. This book is a must
have for aspiring college leaders, organizers of leadership
development programs, and university professors teaching coursework
in higher education administration. Whether you are planning to be
a college leader, are new to your role, or are looking to build
capacity in your college, Reflections of a Rookie Dean can help you
along your leadership journey.
Rethinking School-University Partnerships: A New Way Forward
provides educational leaders in K-12 schools and colleges of
education with insight, advice, and direction into the task of
creating partnerships. In current times, colleges of education and
local school districts need each other like never before. School
districts struggle with pipeline, recruitment, and retention
issues. Colleges of education face declining enrollment and a
shifting educational landscape that fundamentally changes the way
that teachers are trained and what local school districts expect
their teachers to be able to do. It is with these overlapping
constraints and converging interests that partnerships emerge as a
foundational strategy for strengthening the education of our
teachers. With nearly 80 contributors from 16 states (and Jamaica)
representing 39 educational institutions, the partnerships
described in this book are different from the ways in which
colleges of education and school districts have traditionally
worked with one another. In the past, these loose relationships
centered primarily on student teaching and/or field experience
placements. In this arrangement, the relationship was directed
towards ensuring that the local schools were amenable to hosting
students from the college of education so that the student/
candidate could complete the requirements to earn a teaching
license. In our view, this paradigm needs to be enlarged and
shifted.
We hold that the mission of social studies is not attainable,
without attention to the ways in which race and racism play out in
society-past, present, and future. In a follow up to the book,
Doing Race in Social Studies (2015), this new volume addresses
practical considerations of teaching about race within the context
of history, geography, government, economics, and the behavioral
sciences. Race Lessons: Using Inquiry to Teach About Race in Social
Studies addresses the space between the theoretical and the
practical and provides teachers and teacher educators with concrete
lesson ideas for how to engage learners with social studies content
and race. Oftentimes, social studies teachers do not teach about
race because of several factors: teacher fear, personal notions of
colorblindness, and attachment to multicultural narratives that
stress assimilation. This volume will begin to help teachers and
teacher educators start the conversation around realistic and
practical race pedagogy. The chapters included in this volume are
written by prominent social studies scholars and classroom
teachers. This work is unique in that it represents an attempt to
use Critical Race Theory and inquiry pedagogy (Inquiry Design
Model) to teach about race in the social science disciplines.
Race and racism are a foundational part of the global and American
experience. With this idea in mind, our social studies classes
should reflect this reality. Social studies educators often have
difficulties teaching about race within the context of their
classrooms due to a variety of institutional and personal factors.
Doing Race in Social Studies: Critical Perspectives provides
teachers at all levels with research in social studies and critical
race theory (CRT) and specific content ideas for how to teach about
race within their social studies classes. The chapters in this book
serve to fill the gap between the theoretical and the practical, as
well as help teachers come to a better understanding of how
teaching social studies from a CRT perspective can be enacted. The
chapters included in this volume are written by prominent scholars
in the field of social studies and CRT. They represent an original
melding of CRT concepts with considerations of enacted social
studies pedagogy. This volume addresses a void in the social
studies conversation about race-how to think and teach about race
within the social science disciplines that comprise the social
studies. Given the original nature of this work, Doing Race in
Social Studies: Critical Perspectives is a much-needed addition to
the conversation about race and social studies education.
The objective of this edited volume is to shed light upon K-12
perspectives of various school stakeholders in the current unique
context of increasing political polarization and heightened teacher
and student activism. It is grounded in academic freedom case law
and the majority of opinion of the Supreme Court in the Tinker v.
Des Moines Independent Community School District (1969) that held
that certain forms of expression are protected by the First
Amendment. Justice Fortas wrote in the majority opinion that "it
can hardly be argued that either students or teachers shed their
constitutional rights to freedom of speech or expression at the
schoolhouse gate." This volume is timely and instructive, as
protections afforded by the First Amendment are a topic of enduring
concern, with such freedoms requiring vigilant advocacy and
protection from each generation. Paulo Freire stated, "Citizenship
is not obtained by chance: It is a construction that, never
finished, demands we fight for it" (1998, p. 90). There is
confusion and much debate in and outside of schools about how and
when these and other rights described in the First Amendment may or
may not be limited, and the time is now to clarify the place of
such rights in public education. At the Schoolhouse Gate is divided
into three sections: Foundations, Case Studies of Rights in
Schools, and Choices to Act. The "Foundations" section presents the
case law pertaining to the rights of both teachers and students,
setting the tone for what presently is permissible and chronicling
the ongoing struggle with defining rights and responsibilities in
schools. In "Case Studies of Rights in Schools," various authors
examine teacher and student interactions with rights and
responsibilities in schools, including the interest of students in
participating with their teachers in the democratic experiment of
schooling, the promise of student-led conferences, a new teacher's
success with democratizing her classroom, and student views of news
and technology. "Choices to Act" includes a portrait of teacher
activism during the Oklahoma Walkout, a general counsel's advice to
teachers for availing themselves of their rights, a story of a
civic education curriculum generating student agency, and vignettes
of two public high school students who took action in their schools
and communities.
Conversational in tone and providing highly practical advice for
new deans, Reflections of a Rookie Dean: Lessons from the First
Year chronicles the experiences of a novice college leader.
Providing aspiring and new deans with insight and direction into
the job of leading a college, this book is well positioned to help
new leaders develop a better understanding of leadership in higher
education and the challenges that new deans face. Deans, who
function as middle managers in higher education, face a distinctive
set of challenges. They are responsible for leading their college,
implementing shared strategies, and motivating staff. But, they are
also expected to enact the vision of senior leadership and mobilize
support for broader institutional goals. To be successful, they
must be skilled at managing both up and down the institutional
hierarchy. This book provides insight into: Understanding what
effective leadership looks like in practice Developing leaders in
your college Understanding how to initiate and implement change
Considering the ethical aspects of leading Understanding how your
leadership and college fits within the larger university
Strategically thinking about decision-making Understanding the
rhythms of serving as a new dean and leader. This book is a must
have for aspiring college leaders, organizers of leadership
development programs, and university professors teaching coursework
in higher education administration. Whether you are planning to be
a college leader, are new to your role, or are looking to build
capacity in your college, Reflections of a Rookie Dean can help you
along your leadership journey.
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