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"Teaching Toward Democracy" examines the contested space of
schooling and school reform with a focus on the unique challenges
and opportunities that teaching in a democratic society provides.
Teaching in and for democracy involves developing particular
qualities of mind that teachers explore and work to develop as they
become more effective educators. Some chapters open with familiar
experiences in the lives of teachers in schools (working with
parents and communities, or dealing with classroom discipline and
management) and illuminate that commonplace in new, helpful, and
sometimes startling, ways. Other chapters present possible
interventions any teacher might make in any classroom for example,
using the arts as an organizing center and metaphor for teaching
more generally, or rethinking the press of politics on our every
day practice. This book foregrounds the central idea that
democratic ideals are a necessary starting point and context in
which to enact our teaching here and now.
"Teaching Toward Democracy" examines the contested space of
schooling and school reform with a focus on the unique challenges
and opportunities that teaching in a democratic society provides.
Teaching in and for democracy involves developing particular
qualities of mind that teachers explore and work to develop as they
become more effective educators. Some chapters open with familiar
experiences in the lives of teachers in schools (working with
parents and communities, or dealing with classroom discipline and
management) and illuminate that commonplace in new, helpful, and
sometimes startling, ways. Other chapters present possible
interventions any teacher might make in any classroom for example,
using the arts as an organizing center and metaphor for teaching
more generally, or rethinking the press of politics on our every
day practice. This book foregrounds the central idea that
democratic ideals are a necessary starting point and context in
which to enact our teaching here and now.
Teaching Toward Democracy examines the contested space of schooling
and school reform with a focus on the unique challenges and
opportunities that teaching in a democratic society provides.
Chapters are written in the spirit of notes, conversations and
letters the nationally recognized team of authors wish they
received in their journeys into teaching. Building on the
conversational and accessible approach, this revised edition
includes additional dialogues amongst the authors to further
explore how they have individually and collectively reflected on
the qualities of mind that teachers explore and work to develop as
they become more effective educators. Inspiring and uplifting,
Teaching Toward Democracy adds to the repertoire of skills teachers
can access in their classrooms and encourages the confidence to
locate themselves within the noble tradition of teaching as
democratic work.
Teaching Toward Democracy examines the contested space of schooling
and school reform with a focus on the unique challenges and
opportunities that teaching in a democratic society provides.
Chapters are written in the spirit of notes, conversations and
letters the nationally recognized team of authors wish they
received in their journeys into teaching. Building on the
conversational and accessible approach, this revised edition
includes additional dialogues amongst the authors to further
explore how they have individually and collectively reflected on
the qualities of mind that teachers explore and work to develop as
they become more effective educators. Inspiring and uplifting,
Teaching Toward Democracy adds to the repertoire of skills teachers
can access in their classrooms and encourages the confidence to
locate themselves within the noble tradition of teaching as
democratic work.
The word "dignity" isn't typically used in education, yet it's at
the core of strong pedagogy. This book names the concept and shows
readers what education looks like when it is centered on students'
dignity. By bringing together a collection of chapters written by
authors with wide-ranging expertise, this volume presents a
powerful approach to education that reminds people of their
somebodiness-the premise that each person inherently possesses the
intellectual acumen and creative resources to pursue development on
their own terms. This timely book brings dignity into sharper
focus, moving the field toward a language that captures what is
required for oppressed communities to recognize their potential. It
synthesizes research for educators, school leaders, and educational
activists to help them make sense of what they are working for and
against: dignity and the numerous affronts to it. Dignity-Affirming
Education is important reading for anyone who works with students
of any age, including nontraditional or adult learners, in formal
and informal educational contexts.Book Features: Provides a clear
picture of how educators can affirm students' dignity in their
everyday practice. Outlines an approach to social-emotional
learning (SEL) that takes social processes such as stigma,
exclusion, and marginalization into account. Offers vivid portraits
of what dignity-affirming education can be for a variety of
settings. Contributes to a new vocabulary for seeing educational
processes as students experience them. Presents rigorous research
in a way that is digestible for policymakers, practitioners, and
scholars alike. Provides a base for emerging study and sets the
stage for additional inquiry and research.
A mix of hands-on, historical and inspirational writings from the
Democracy and Education journal, this text covers topics such as
education through social action, writing and community building,
and adult literacy. A teacher file surveys teaching tools from
curricula to Web sites.
Museums are public resources that can offer rich extensions to
classroom educational experiences from tours through botanical
gardens to searching for family records in the archives of a local
historical society. With clarity and a touch of humor, Quinn
presents ideas and examples of ways that teachers can use museums
to support student exploration while also teaching for social
justice. Topics include disability and welcoming all bodies,
celebrating queer people's lives and histories, settler colonialism
and decolonization, fair workplaces, Indigenous knowledge, and much
more. This practical resource invites classroom teachers to rethink
how and why they are bringing students to museums and suggests
projects for creating rich museum-based learning opportunities
across an array of subject areas.Book Features: Links museums,
classroom teaching, and social movements for justice. Focuses on
the cultural contributions of people of color, women, and other
marginalized groups. Organized around probing questions connecting
history and contemporary events, museum formats and content, and
activities. Includes pull-out themes and resources for further
reading.
Museums are public resources that can offer rich extensions to
classroom educational experiences from tours through botanical
gardens to searching for family records in the archives of a local
historical society. With clarity and a touch of humor, Quinn
presents ideas and examples of ways that teachers can use museums
to support student exploration while also teaching for social
justice. Topics include disability and welcoming all bodies,
celebrating queer people's lives and histories, settler colonialism
and decolonization, fair workplaces, Indigenous knowledge, and much
more. This practical resource invites classroom teachers to rethink
how and why they are bringing students to museums and suggests
projects for creating rich museum-based learning opportunities
across an array of subject areas.Book Features: Links museums,
classroom teaching, and social movements for justice. Focuses on
the cultural contributions of people of color, women, and other
marginalized groups. Organized around probing questions connecting
history and contemporary events, museum formats and content, and
activities. Includes pull-out themes and resources for further
reading. *Winner of the 2021 Society of Professors of Education
Outstanding Book Award
The self-conscious use of education as an instrument of liberation
among African Americans is exactly as old as education among
African Americans. This dynamic anthology is about those forms of
education intended to help people think more critically about the
social forces shaping their lives and think more confidently about
their ability to react against those forces. Featuring articles by
educator-activists, this collection explores the largely forgotten
history of attempts by African Americans to use education as a tool
of collective liberation. Together these articles explore the
variety of forms those attempts have taken, from the shadow of
slavery to the contradictions of hip-hop.The contributors address,
""Lessons from the Past"" and discuss Citizenship Schools in the
south, Ella Baker and the Harlem Y, Mississippi Freedom Schools,
and Black Panther Liberation Schools. Contemporary models are
covered as well, demonstrating the depth and tenacity of the
tradition in such efforts as the Freedom Schools established by the
Children's Defense Fund.
This book has received the AESA (American Educational Studies
Association) Critics Choice Award 2013. With germinal texts, new
writings, and related art, Sexualities in Education: A Reader
illuminates a broad scope of analysis and organization. Composed of
a framing essay and nine sections edited by established and
emerging scholars and addressing critical topics for researchers
and students of sexualities and education, the text provides a
timely overview of sexualities considered through a variety of
educational lenses and theoretical frameworks. Threads woven
throughout include visual, literary, and performing arts; youth
perspectives; and an emphasis on justice work in education. The
volume provides entry points for students and practitioners at a
range of levels. Research-based articles, essays, interviews,
poetry and ready-to-reproduce visual materials from the Americas,
Europe, and Asia are linked to a resource section to facilitate
deep learning, on-going investigation, and informed action.
The word "dignity" isn't typically used in education, yet it's at
the core of strong pedagogy. This book names the concept and shows
readers what education looks like when it is centered on students'
dignity. By bringing together a collection of chapters written by
authors with wide-ranging expertise, this volume presents a
powerful approach to education that reminds people of their
somebodiness—the premise that each person inherently possesses
the intellectual acumen and creative resources to pursue
development on their own terms. This timely book brings dignity
into sharper focus, moving the field toward a language that
captures what is required for oppressed communities to recognize
their potential. It synthesizes research for educators, school
leaders, and educational activists to help them make sense of what
they are working for and against: dignity and the numerous affronts
to it. Dignity-Affirming Education is important reading for anyone
who works with students of any age, including nontraditional or
adult learners, in formal and informal educational contexts.Book
Features: Provides a clear picture of how educators can affirm
students' dignity in their everyday practice. Outlines an approach
to social-emotional learning (SEL) that takes social processes such
as stigma, exclusion, and marginalization into account. Offers
vivid portraits of what dignity-affirming education can be for a
variety of settings. Contributes to a new vocabulary for seeing
educational processes as students experience them. Presents
rigorous research in a way that is digestible for policymakers,
practitioners, and scholars alike. Provides a base for emerging
study and sets the stage for additional inquiry and research.
This inspirational book is about engaged pedagogies, an approach to
teaching and learning that centers dialogue, listening, equity, and
connection among stakeholders who understand the human and
ecological cost of inequality. The authors share their story of
working with students, teachers, teacher educators, families,
community members, and union leaders to create transformative
practices within and beyond public school classrooms. This
collaborative work occurred within various spaces-inside school
buildings, libraries, churches, community gardens, nonprofit
organizations, etc.-and afforded opportunities to grapple with
engaged pedagogies in times of political crisis. Featuring
descriptions from a district-wide initiative, this book offers
practical and theoretical resources for educators wanting to center
justice in their work with students. Through question-posing, color
images, empirical observations, and use of scholarly and
practitioner-driven literature, readers will learn how to use these
resources to reconfigure schools and classrooms as sites of
engagement for equity, justice, and love.Book Features: Provides a
sound approach to deeply taking up the work of justice and engaged
pedagogies. Presents linguistic, cultural, theoretical, and
practical ideas that can be used and implemented immediately.
Includes reflective questions, found poetry, lesson ideas,
storytelling as narrative, and examples of engaged pedagogies.
Shares stories from a district-wide initiative that embedded
engaged pedagogies within classrooms, counseling offices, and
libraries. Showcases original artwork and images in full color by
Grace D. Player, one of the coauthors.
This inspirational book is about engaged pedagogies, an approach to
teaching and learning that centers dialogue, listening, equity, and
connection among stakeholders who understand the human and
ecological cost of inequality. The authors share their story of
working with students, teachers, teacher educators, families,
community members, and union leaders to create transformative
practices within and beyond public school classrooms. This
collaborative work occurred within various spaces-inside school
buildings, libraries, churches, community gardens, nonprofit
organizations, etc.-and afforded opportunities to grapple with
engaged pedagogies in times of political crisis. Featuring
descriptions from a district-wide initiative, this book offers
practical and theoretical resources for educators wanting to center
justice in their work with students. Through question-posing, color
images, empirical observations, and use of scholarly and
practitioner-driven literature, readers will learn how to use these
resources to reconfigure schools and classrooms as sites of
engagement for equity, justice, and love.Book Features: Provides a
sound approach to deeply taking up the work of justice and engaged
pedagogies. Presents linguistic, cultural, theoretical, and
practical ideas that can be used and implemented immediately.
Includes reflective questions, found poetry, lesson ideas,
storytelling as narrative, and examples of engaged pedagogies.
Shares stories from a district-wide initiative that embedded
engaged pedagogies within classrooms, counseling offices, and
libraries. Showcases original artwork and images in full color by
Grace D. Player, one of the coauthors.
In this dynamic book, Kevin Kumashiro offers a necessary
intervention to help progressive educators and advocates take back
public education. This book highlights how the broader Left
(progressives, liberals, Democrats, teacher unions, civil rights
organizations) are often talking about the “problem” in ways
that were framed by forces quite counter to the goals of democracy
and justice, and in so doing, advancing “solutions” that cannot
help but be counterproductive. Kumashiro explains when, why, and
how this has happened, particularly regarding the insidious nature
of popular “reforms.” He also dives into some of the biggest
battles in education today, such as affirmative action, free speech
and hate speech, bullying and violence, teacher shortages, and
student debt. Surrendered offers a different path forward for
K–12 and higher education by showing readers how to establish a
progressive agenda, employ language, and harness evidence more
effectively. Book Features: Illuminates the power of framing and
the role that language and commonsense play in shaping public
opinion and educational policy. Provides an historical overview of
the conservative forces that have shaped public education in the
United States. Examines many of the biggest battles in education
today, particularly the enduring conservative framings of these
issues. Offers progressive re-framings and concrete suggestions for
movement building. Uses accessible language, framed with personal
stories, to connect history with current debates.
In this dynamic book, Kevin Kumashiro offers a necessary
intervention to help progressive educators and advocates take back
public education. This book highlights how the broader Left
(progressives, liberals, Democrats, teacher unions, civil rights
organizations) are often talking about the "problem" in ways that
were framed by forces quite counter to the goals of democracy and
justice, and in so doing, advancing "solutions" that cannot help
but be counterproductive. Kumashiro explains when, why, and how
this has happened, particularly regarding the insidious nature of
popular "reforms." He also dives into some of the biggest battles
in education today, such as affirmative action, free speech and
hate speech, bullying and violence, teacher shortages, and student
debt. Surrendered offers a different path forward for K-12 and
higher education by showing readers how to establish a progressive
agenda, employ language, and harness evidence more effectively.
Book Features: Illuminates the power of framing and the role that
language and commonsense play in shaping public opinion and
educational policy. Provides an historical overview of the
conservative forces that have shaped public education in the United
States. Examines many of the biggest battles in education today,
particularly the enduring conservative framings of these issues.
Offers progressive re-framings and concrete suggestions for
movement building. Uses accessible language, framed with personal
stories, to connect history with current debates.
This imaginative, practical, and engaging sourcebook offers
inspiration and tools to craft critical, meaningful, transformative
arts education curriculum and arts integration grounded within a
clear social justice framework and linked to ideas about culture as
commons.
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