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This volume--the first edited book on the education of Puerto
Ricans written primarily by Puerto Rican authors--focuses on the
history and experiences of Puerto Rican students in the United
States by addressing issues of identity, culture, ethnicity,
language, gender, social activism, community involvement, and
policy implications. It is the first book to both concentrate on
the education of Puerto Ricans in particular, and to bring together
in one volume, the major and emerging scholars who are developing
cutting-edge scholarship in the field.
"Puerto Rican Students in U.S. Schools: "
* features both scholarly chapters (conceptual and research
studies) and reflective essays, as well as two poems,
* combines broad overview studies with classroom practice and
social action, and
* includes chapters that trace the history of the education of
Puerto Ricans in U.S. schools in general and its history in New
York City, and one chapter on return migrants.
Dear Paulo: Letters from Those Who Dare Teach is a heartfelt
response from teachers, academics, and community workers to the
work of the internationally renowned educator and author Paulo
Freire. From newly minted teachers terrified of facing their first
day in the classroom to seasoned academics whose work has largely
been inspired by Freire, this collection, accompanied by
photographs of Freire with some of the letter writers, is both a
loving memorial and a call to action to work for social justice,
praxis, and democracy, ideals envisioned and brilliantly
articulated by Paulo.
Dear Paulo: Letters from Those Who Dare Teach is a heartfelt
response from teachers, academics, and community workers to the
work of the internationally renowned educator and author Paulo
Freire. From newly minted teachers terrified of facing their first
day in the classroom to seasoned academics whose work has largely
been inspired by Freire, this collection, accompanied by
photographs of Freire with some of the letter writers, is both a
loving memorial and a call to action to work for social justice,
praxis, and democracy, ideals envisioned and brilliantly
articulated by Paulo.
This volume--the first edited book on the education of Puerto
Ricans written primarily by Puerto Rican authors--focuses on the
history and experiences of Puerto Rican students in the United
States by addressing issues of identity, culture, ethnicity,
language, gender, social activism, community involvement, and
policy implications. It is the first book to both concentrate on
the education of Puerto Ricans in particular, and to bring together
in one volume, the major and emerging scholars who are developing
cutting-edge scholarship in the field.
"Puerto Rican Students in U.S. Schools: "
* features both scholarly chapters (conceptual and research
studies) and reflective essays, as well as two poems,
* combines broad overview studies with classroom practice and
social action, and
* includes chapters that trace the history of the education of
Puerto Ricans in U.S. schools in general and its history in New
York City, and one chapter on return migrants.
Distinguished multiculturalist Sonia Nieto speaks directly to
current and future teachers in this thoughtful integration of a
selection of her key writings with creative pedagogical features.
Offering information, insights, and motivation to teach students of
diverse cultural, racial, and linguistic backgrounds, examples are
included throughout to illustrate real-life dilemmas about
diversity that teachers face in their own classrooms; ideas about
how language, culture, and teaching are linked; and ways to engage
with these ideas through reflection and collaborative inquiry.
Designed for upper-undergraduate and graduate-level students and
professional development courses, each chapter includes critical
questions, classroom activities, and community activities
suggesting projects beyond the classroom context. Language,
Culture, and Teaching * explores how language and culture are
connected to teaching and learning in educational settings; *
examines the sociocultural and sociopolitical contexts of language
and culture to understand how these contexts may affect student
learning and achievement; * analyzes the implications of linguistic
and cultural diversity for classroom practices, school reform, and
educational equity; * encourages practicing and preservice teachers
to reflect critically on their classroom practices, as well as on
larger institutional policies related to linguistic and cultural
diversity based on the above understandings; and * motivates
teachers to understand their ethical and political responsibilities
to work, together with their students, colleagues, and families,
for more socially just classrooms, schools, and society. Changes in
the Third Edition: This edition includes new and updated chapters,
section introductions, critical questions, classroom and community
activities, and resources, bringing it up-to-date in terms of
recent educational policy issues and demographic changes in the
U.S. and beyond. The new chapters reflect Nieto's current thinking
about the profession and society, especially about changes in the
teaching profession, both positive and negative, since the
publication of the second edition of this text.
Distinguished multiculturalist Sonia Nieto speaks directly to
current and future teachers in this thoughtful integration of a
selection of her key writings with creative pedagogical features.
Offering information, insights, and motivation to teach students of
diverse cultural, racial, and linguistic backgrounds, examples are
included throughout to illustrate real-life dilemmas about
diversity that teachers face in their own classrooms; ideas about
how language, culture, and teaching are linked; and ways to engage
with these ideas through reflection and collaborative inquiry.
Designed for upper-undergraduate and graduate-level students and
professional development courses, each chapter includes critical
questions, classroom activities, and community activities
suggesting projects beyond the classroom context. Language,
Culture, and Teaching * explores how language and culture are
connected to teaching and learning in educational settings; *
examines the sociocultural and sociopolitical contexts of language
and culture to understand how these contexts may affect student
learning and achievement; * analyzes the implications of linguistic
and cultural diversity for classroom practices, school reform, and
educational equity; * encourages practicing and preservice teachers
to reflect critically on their classroom practices, as well as on
larger institutional policies related to linguistic and cultural
diversity based on the above understandings; and * motivates
teachers to understand their ethical and political responsibilities
to work, together with their students, colleagues, and families,
for more socially just classrooms, schools, and society. Changes in
the Third Edition: This edition includes new and updated chapters,
section introductions, critical questions, classroom and community
activities, and resources, bringing it up-to-date in terms of
recent educational policy issues and demographic changes in the
U.S. and beyond. The new chapters reflect Nieto's current thinking
about the profession and society, especially about changes in the
teaching profession, both positive and negative, since the
publication of the second edition of this text.
What if the families of students most impacted by the opportunity
gap somehow had the power to organize whatever activities they felt
would best help their children succeed? That's the question that
began Families with Power/Familias con Poder (FWP), a grassroots
organization of low-income students and caregivers in Northampton,
MA. Through vignettes and interviews, this premiere book in Sonia
Nieto's Visions of Practice Series shares the stories and lessons
FWP learned along the way. Inspired by Paulo Freire's educational
philosophy and the radical tradition of the Highlander Folk School
, a group of real families with few material resources and
educators connected with each other, found common ground, and built
their own programs to address the needs of their children. Readers
will get an inside look at the benefits, successes, and challenges
of more than a dozen years of student and family engagement in the
community and school as FWP tackled issues ranging from academics,
race, and class to immigration and public health.Book Features: The
story of how the author cofounded Families with Power in
cooperation with immigrant and low-income caregivers and fellow
educators. Insight into multiple racial and ethnic perspectives as
seen through a myriad of family engagement programs. A relatable
collection of narratives that bring to life Freire's methods of
problem posing, culture circles, and popular education, as well as
Highlander Folk School's methods of grassroots organizing. Guidance
to help today's teachers and school leaders connect with students'
families and community in meaningful ways. The author's experience
as a white teacher learning to bridge cultural, racial, linguistic,
and class differences and build authentic relationships to better
serve diverse communities.
Use a sociopolitical context to explore the meaning, necessity, and
benefits of multicultural education Effective multicultural
education must consider not just schooling, but also the larger
social, economic, and political factors that affect students'
success or failure in the classroom. Affirming Diversity: The
Sociopolitical Context of Multicultural Education helps readers
understand these pervasive influences by presenting extensive
research and data on the sociopolitical nature of schools and
society, information about different sociocultural groups, and a
conceptual framework for examining multicultural education.
Real-life cases and teaching stories dominate in this book that
offers a first-hand look into the lives of students and educators
from a variety of backgrounds. Additionally, tips for classroom
activities and community actions offer aspiring teachers concrete
suggestions to provide high-quality, inclusive education in spite
of obstacles they may face. Throughout the 7th Edition, Nieto and
Bode consider current policy, practice, and legislation issues
while they outline a model of multicultural education that affirms
diversity, encourages critical thinking, and leads to social
justice and action.
In Brooklyn Dreams, Sonia Nieto-one of the leading authors and
teachers in the field of multicultural education-looks back on her
formative experiences as a student, activist, and educator, and
shows how they reflect and illuminate the themes of her life's
work. Nieto offers a poignant account of her childhood and the
complexities of navigating the boundaries between the rich culture
of her working-class Puerto Rican family and the world of school.
Brooklyn Dreams also chronicles her experiences as a fledgling
teacher at the first bilingual public school in New York City-in
the midst of the Ocean Hill-Brownsville strike-and the heady days
of activism during the founding of the bilingual education program
at Brooklyn College and later in establishing and running an
alternative multicultural school in Amherst, Massachusetts. Along
the way, Nieto reflects on the ideas and individuals who influenced
her work, from Jonathan Kozol to Paulo Freire, and talks frankly
about the limits of activism, the failures of school reform, and
the joys and challenges of working with preservice and in-service
educators to deepen their appreciation of diversity. Brooklyn
Dreams is an intimate account of an educator's life lived with
zest, generosity, and warmth.
Nieto and Lopez document their reasons for becoming teachers and
share some of the most important lessons they have learned along
the way. Using journals, blogs, current writings, and their
research, they explore how their views on curriculum, pedagogy, and
the field of education itself have evolved over the years.
During the early colonial encounter, children's books were among
the first kinds of literature produced by US writers introducing
the new colony, its people, and the US's role as a
twentieth-century colonial power to the public. Subsequently, youth
literature and media were important tools of Puerto Rican cultural
and educational elite institutions and Puerto Rican revolutionary
thought as a means of negotiating US assimilation and upholding a
strong Latin American, Caribbean national stance. In Side by Side:
US Empire, Puerto Rico, and the Roots of American Youth Literature
and Culture, author Marilisa Jimenez Garcia focuses on the
contributions of the Puerto Rican community to American youth,
approaching Latinx literature as a transnational space that
provides a critical lens for examining the lingering consequences
of US and Spanish colonialism for US communities of color. Through
analysis of such texts typically outside traditional Latinx or
literary studies as young adult literature, textbooks, television
programming, comics, music, curriculum, and youth movements, Side
by Side represents the only comprehensive study of the
contributions of Puerto Ricans to American youth literature and
culture, as well as the only comprehensive study into the role of
youth literature and culture in Puerto Rican literature and
thought. Considering recent debates over diversity in children's
and young adult literature and media and the strained relationship
between Puerto Rico and the US, Jimenez Garcia's timely work
encourages us to question who constitutes the expert and to resist
the homogenization of Latinxs, as well as other marginalized
communities, that has led to the erasure of writers, scholars, and
artists.
During the early colonial encounter, children's books were among
the first kinds of literature produced by US writers introducing
the new colony, its people, and the US's role as a
twentieth-century colonial power to the public. Subsequently, youth
literature and media were important tools of Puerto Rican cultural
and educational elite institutions and Puerto Rican revolutionary
thought as a means of negotiating US assimilation and upholding a
strong Latin American, Caribbean national stance. In Side by Side:
US Empire, Puerto Rico, and the Roots of American Youth Literature
and Culture, author Marilisa Jimenez Garcia focuses on the
contributions of the Puerto Rican community to American youth,
approaching Latinx literature as a transnational space that
provides a critical lens for examining the lingering consequences
of US and Spanish colonialism for US communities of color. Through
analysis of such texts typically outside traditional Latinx or
literary studies as young adult literature, textbooks, television
programming, comics, music, curriculum, and youth movements, Side
by Side represents the only comprehensive study of the
contributions of Puerto Ricans to American youth literature and
culture, as well as the only comprehensive study into the role of
youth literature and culture in Puerto Rican literature and
thought. Considering recent debates over diversity in children's
and young adult literature and media and the strained relationship
between Puerto Rico and the US, Jimenez Garcia's timely work
encourages us to question who constitutes the expert and to resist
the homogenization of Latinxs, as well as other marginalized
communities, that has led to the erasure of writers, scholars, and
artists.
For author Gary Howard, the issues and passions that sparked the
writing of the First Edition of this now classic work are as
intense today as they were then. In the Third Edition, Howard
reviews the progress we have made in the interim (for example, the
first Black president in the White House), as well as the lack of
progress (the gutting of the 1965 Voting Rights Act, the epidemic
of Black youth killed by police, and the persistence of race-based
educational disparities). Making a case for the "fierce urgency of
now," this new edition deepens the discussion of race and social
justice in education with new and updated material. Aligned with
our nation's ever more diverse student population, it speaks to
what good teachers know, what they do, and how they embrace
culturally responsive teaching. This essential text is widely used
in teacher preparation courses and for in-service professional
development.New for the Third Edition: A revised Introduction that
places the book in the context of the 50th anniversary of the 1963
march on Washington. An updated analysis of White social dominance,
bringing in Critical Race Theory and reflecting on the racist
reaction to the election of our first Black President. More detail
to the White Identity Orientations model, bringing in the personal
life experiences of several contemporary White racial-justice
activists. A new section, "The Whiteness of School Reform,"
demonstrating how White social dominance drives much of the
corporate school reform movement. A richer discussion of the seven
principles for Culturally Responsive Teaching, drawing lessons from
the author's transformative work with school districts throughout
the country. An expanded Reflection and Discussion Guide authored
by two educators who have been using the book in professional
development sessions for many years.
Why teach? Listen to the voices of both veteran and new teachers as
they share their most heartfelt and thoughtful replies to this
simple but important question. Sonia Nieto, a distinguished teacher
in her own right, has gathered the insights and inspirations of
K-12 classroom teachers as they examine how and why they find
purpose and value in the work they do. The teachers in this book,
like so many across the country, do the kind of work that may not
grab headlines but is far more important than even the highest test
score: These teachers listen closely to their students. They share
in their students' struggles and successes. They create a classroom
climate that encourages growth, direction, and purpose. They help
students develop into thoughtful, engaged citizens. The teachers in
this book show us the kinds of learning that really matter, and the
kinds of lessons that students can take with them for their entire
lives. This inspirational book focuses on the quintessential values
of teaching, challenges current notions that focus on only
accountability, testing, and standardization, and provide a
compelling message of hope for public education.
What helps great public school teachers persevere--in spite of
everything? Sonia Nieto, a renowned teacher educator, takes a close
look at what can be learned from veteran teachers who not only
continue to teach but also manage to remain enthusiastic about it.
This inspirational volume provides much-needed advice on how some
urban teachers are solving the everyday challenges of student
learning. Nieto collaborates with experienced teachers in urban
schools who are especially effective working with students of
culturally and linguistically diverse backgrounds--students who are
among the most marginalized in our public schools. Offering an
alternative vision of what's important in teaching and learning,
Nieto concludes with an urgent call to advance new national
priorities for public education. Teaching as Evolution Teaching as
Autobiography Teaching as Love Teaching as Hope and Possibility
Teaching as Anger and Desperation Teaching as Intellectual Work
Teaching as Democratic Practice Teaching as Shaping Futures Final
Thoughts: What Keeps Teachers Going in Spite of Everything?
What if the families of students most impacted by the opportunity
gap somehow had the power to organize whatever activities they felt
would best help their children succeed? That's the question that
began Families with Power/Familias con Poder (FWP), a grassroots
organization of low-income students and caregivers in Northampton,
MA. Through vignettes and interviews, this premiere book in Sonia
Nieto's Visions of Practice Series shares the stories and lessons
FWP learned along the way. Inspired by Paulo Freire's educational
philosophy and the radical tradition of the Highlander Folk School
, a group of real families with few material resources and
educators connected with each other, found common ground, and built
their own programs to address the needs of their children. Readers
will get an inside look at the benefits, successes, and challenges
of more than a dozen years of student and family engagement in the
community and school as FWP tackled issues ranging from academics,
race, and class to immigration and public health.Book Features: The
story of how the author cofounded Families with Power in
cooperation with immigrant and low-income caregivers and fellow
educators. Insight into multiple racial and ethnic perspectives as
seen through a myriad of family engagement programs. A relatable
collection of narratives that bring to life Freire's methods of
problem posing, culture circles, and popular education, as well as
Highlander Folk School's methods of grassroots organizing. Guidance
to help today's teachers and school leaders connect with students'
families and community in meaningful ways. The author's experience
as a white teacher learning to bridge cultural, racial, linguistic,
and class differences and build authentic relationships to better
serve diverse communities.
This autobiographical volume will foster a deeper understanding of
racism, discrimination, and inequality in all its subtleties.
Through storytelling, framed within the life journey of a South
African sociologist of Indian ancestry, this book examines how
marginalized communities lived with, fought, and braved racial
engineering under apartheid. Moodley shares her experiences of
living, studying, and teaching race, ethnicity, identity,
nationalism, and critical multiculturalism in five countries: South
Africa, the United States, Germany, Egypt, and Canada. Everyday
experiences are blended with academic interpretations, so readers
gain insights from what is in part memoir and in other parts
educational lessons drawn from numerous micro experiences. Subjects
range from indentured labor to expropriation, the influences of
Gandhi and Mandela, anti-Semitism in Europe to welfare colonialism
in Canada, sectarianism in the Middle East to strategies for
combatting bigotry in America. Book Features: Presents
autobiographical material buttressed by strong theoretically driven
social science research findings. Connects personal, cultural, and
political landscapes to promote a global political literacy.
Sketches subjects such as indigeneity (First Nations in Canada),
memorialization in Germany (Holocaust), and sectarianism in the
Middle East. Assesses the impact of role models and leaders, such
as Nelson Mandela and Mahatma Gandhi. Examines how past injustices
can be addressed both symbolically and materially.
This book presents a framework for addressing intersectionality
within educational spaces to combat the cumulative effects of
systemic marginalization due to race, gender, disability, class,
sexual orientation, and other identity-based labels. Readers can
use the framework to consider the impact of identities that
individuals adopt or are assigned, move beyond discrete subgroup
labels, and fully consider how such markers impact how education
policy and research are developed, enacted, and experienced. The
text presents examples of existing systems (education, law,
medicine, and juvenile justice) as experienced by individuals with
intersectional social identities. Each chapter provides an
innovative framework that highlights diverse ways of knowing,
generating insights that can inform more equitable policy analysis,
research, and practice.Book Features: A protocol for applying an
intersectionality-based analytic (IBA) approach to education
policy, research, and practice. Case study examples of how IBA can
be implemented to improve decision making across disciplines and by
various stakeholders. Guiding questions that can be used to develop
complex research questions and methods that interrupt power
differentials within research and policymaking processes.
This book presents a framework for addressing intersectionality
within educational spaces to combat the cumulative effects of
systemic marginalization due to race, gender, disability, class,
sexual orientation, and other identity-based labels. Readers can
use the framework to consider the impact of identities that
individuals adopt or are assigned, move beyond discrete subgroup
labels, and fully consider how such markers impact how education
policy and research are developed, enacted, and experienced. The
text presents examples of existing systems (education, law,
medicine, and juvenile justice) as experienced by individuals with
intersectional social identities. Each chapter provides an
innovative framework that highlights diverse ways of knowing,
generating insights that can inform more equitable policy analysis,
research, and practice.Book Features: A protocol for applying an
intersectionality-based analytic (IBA) approach to education
policy, research, and practice. Case study examples of how IBA can
be implemented to improve decision making across disciplines and by
various stakeholders. Guiding questions that can be used to develop
complex research questions and methods that interrupt power
differentials within research and policymaking processes.
This autobiographical volume will foster a deeper understanding of
racism, discrimination, and inequality in all its subtleties.
Through storytelling, framed within the life journey of a South
African sociologist of Indian ancestry, this book examines how
marginalized communities lived with, fought, and braved racial
engineering under apartheid. Moodley shares her experiences of
living, studying, and teaching race, ethnicity, identity,
nationalism, and critical multiculturalism in five countries: South
Africa, the United States, Germany, Egypt, and Canada. Everyday
experiences are blended with academic interpretations, so readers
gain insights from what is in part memoir and in other parts
educational lessons drawn from numerous micro experiences. Subjects
range from indentured labor to expropriation, the influences of
Gandhi and Mandela, anti-Semitism in Europe to welfare colonialism
in Canada, sectarianism in the Middle East to strategies for
combatting bigotry in America. Book Features: Presents
autobiographical material buttressed by strong theoretically driven
social science research findings. Connects personal, cultural, and
political landscapes to promote a global political literacy.
Sketches subjects such as indigeneity (First Nations in Canada),
memorialization in Germany (Holocaust), and sectarianism in the
Middle East. Assesses the impact of role models and leaders, such
as Nelson Mandela and Mahatma Gandhi. Examines how past injustices
can be addressed both symbolically and materially.
To meet the needs of the fast growing numbers of Latino/a English
learners, this volume presents an approach to secondary education
teacher preparation based on the work of the National Latino/a
Education Research and Policy Project (NLERAP). Renowned scholar
and educator Angela Valenzuela, together with an impressive roster
of contributors, provides a critical framework for educating
culturally responsive teachers. They examine the knowledge, skills,
and predisposition required for higher education institutions to
create curricula for educating Latino/a children, children of
color, and language minority youth. Growing Critically Conscious
Teachers illuminates why growing our own teachers makes sense as an
approach for not only addressing the achievement gap, but for also
enhancing the well-being of our communities as a whole.
This powerful book demonstrates how culturally responsive teaching
can make learning come alive. Drawing on his experience as a
fifth-grade teacher in a multiethnic school where children spoke
over 14 different home languages, the author reveals how he created
a language arts curriculum from the students' own rich cultural
resources, narratives, and identities. Illustrating the challenges
and possibilities of teaching and learning in a large urban school,
this book: documents how a culturally engaged pedagogy improved
student achievement and increased standardized test scores;
examines the literacy practices of children from immigrant,
migrant, and refugee backgrounds, and includes powerful examples of
their voices and writing; and provides an invaluable model of
reflective practice, including a wide array of student-centered
strategies, to generate powerful learning experiences. It also
demonstrates a way for teachers to tap into the various forms of
literacy students practice beyond the borders of the classroom.
What helps great public school teachers persevere-in spite of
everything? Sonia Nieto, a renowned teacher educator, takes a close
look at what can be learned from veteran teachers who not only
continue to teach but also manage to remain enthusiastic about it.
This inspirational volume provides much-needed advice on how some
urban teachers are solving the everyday challenges of student
learning. Nieto collaborates with experienced teachers in urban
schools who are especially effective working with students of
culturally and linguistically diverse backgrounds-students who are
among the most marginalized in our public schools. Offering an
alternative vision of what's important in teaching and learning,
Nieto concludes with an urgent call to advance new national
priorities for public education. Teaching as Evolution Teaching as
Autobiography Teaching as Love Teaching as Hope and Possibility
Teaching as Anger and Desperation Teaching as Intellectual Work
Teaching as Democratic Practice Teaching as Shaping Futures Final
Thoughts: What Keeps Teachers Going in Spite of Everything?
Why We Teach Now dares to challenge current notions of what it
means to be a "highly qualified teacher" a la No Child Left Behind,
and demonstrates the depth of commitment and care teachers bring to
their work with students, families, and communities. This sequel to
Nieto's popular book, Why We Teach, features powerful stories of
classroom teachers from across the country as they give witness to
their hopes and struggles to teach our nation's children. Why We
Teach Now offers us the voices of teachers like 42-year veteran
Mary Ginley, who wonders, "Why would anyone with any brains and
imagination ever want to be a teacher?" Who then answers her own
question affirmatively, "It's because somehow, even today, even
with all the insanity, all the rules, all the poorly designed
textbooks, all the directives to teach to the test, there are kids
out there who need good teachers." At a time when politicians,
policymakers, and philanthropists are quick to denigrate teachers'
work and arrogantly speak for the profession,Why We Teach Now
offers teachers the room and respect to speak for themselves. Once
again, Nieto gives teachers and those who care about education the
inspiration and energy to embrace their role as advocates-a role
that is vital not only for the well-being of students but also for
the future of the profession and our nation.
Dedication to social justice teaching is important, yet putting
one's ideals into practice in American schools is a challenging
task. This book goes beyond theory and idealism to fully explore
the value and impact of implementing social action and social
justice activities in the elementary school classroom. Informed by
the experiences of more than forty teachers across the country,
this thoughtful resource: (1) examines how elementary teachers,
from inner cities to rural towns, use the social studies curriculum
to teach about and for social justice; (2) focuses on how teaching
social studies for social justice relates to standardized testing,
state curricula, and the local challenges teachers face; (3) offers
classroom activities and "Reflection Exercises" and "Teaching
Ideas" to provide teachers with practical applications for the
topics discussed; and (4) includes a list of children's literature
books, curriculum materials, and websites.
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