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This edited collection will stand as the first volume that
specifically describes service-learning programs and courses
designed as part of teacher education programs in the fields of
literacy education, secondary English education, elementary
language arts education, and related fields. The contributing
authors describe the programs they have developed at their
universities and/or in their local communities, providing
information about the rationale for their initiative, the design of
the course, the outcomes of the experience, and other matters that
will help literacy educators develop similar courses and
experiences of their own. Additionally, this edited collection will
fill a great gap in the field's knowledge of alternative forms of
teacher education. It will provide descriptions of service-learning
initiatives that have been field-tested with demonstrable results.
Thus far the field has produced widely scattered articles in
journals covering a variety of disciplines, but no definitive
collection of papers in which service-learning designed to promote
literacy instruction is housed in a single volume edited for
cross-referencing and thematic categorization. The two editors have
developed courses and received grants to support service-learning
initiatives at their universities and believe that others might
develop similar programs if they had better understandings of their
value and design. Their intention with this volume is to promote
service-learning more broadly among literacy educators.
This edited collection will stand as the first volume that
specifically describes service-learning programs and courses
designed as part of teacher education programs in the fields of
literacy education, secondary English education, elementary
language arts education, and related fields. The contributing
authors describe the programs they have developed at their
universities and/or in their local communities, providing
information about the rationale for their initiative, the design of
the course, the outcomes of the experience, and other matters that
will help literacy educators develop similar courses and
experiences of their own. Additionally, this edited collection will
fill a great gap in the field's knowledge of alternative forms of
teacher education. It will provide descriptions of service-learning
initiatives that have been field-tested with demonstrable results.
Thus far the field has produced widely scattered articles in
journals covering a variety of disciplines, but no definitive
collection of papers in which service-learning designed to promote
literacy instruction is housed in a single volume edited for
cross-referencing and thematic categorization. The two editors have
developed courses and received grants to support service-learning
initiatives at their universities and believe that others might
develop similar programs if they had better understandings of their
value and design. Their intention with this volume is to promote
service-learning more broadly among literacy educators.
This volume brings together respected scholars to examine the
intersections of race, justice, and activism in direct relation to
the teaching and learning of critical literacy. The text includes
examples of student activism from across the United States,
questions to help guide discussions, and artifacts from students
and educators. Contributors: Arlene Alvarado BernNadette T.
Best-Green Maneka D. Brooks Tanja Burkhard Tamara Butler Gerald
Campano Limarys Caraballo Matthew Deroo Maria Paula Ghiso Frianna
Gultom Valerie Kinloch Brenda Krishanwongso Lindsey Lichtenberger
Jamila Lyiscott Danny C. Martinez Johnny Merry Ijeoma E. Ononuju
Leigh Patel Carlotta Penn Jenell Igeleke Penn Grace Player Detra
Price-Dennis Elaine Richardson Sina Saeedi Donja Thomas Vaughn
Watson
This volume brings together respected scholars to examine the
intersections of race, justice, and activism in direct relation to
the teaching and learning of critical literacy. The text includes
examples of student activism from across the United States,
questions to help guide discussions, and artifacts from students
and educators. Contributors: Arlene Alvarado BernNadette T.
Best-Green Maneka D. Brooks Tanja Burkhard Tamara Butler Gerald
Campano Limarys Caraballo Matthew Deroo Maria Paula Ghiso Frianna
Gultom Valerie Kinloch Brenda Krishanwongso Lindsey Lichtenberger
Jamila Lyiscott Danny C. Martinez Johnny Merry Ijeoma E. Ononuju
Leigh Patel Carlotta Penn Jenell Igeleke Penn Grace Player Detra
Price-Dennis Elaine Richardson Sina Saeedi Donja Thomas Vaughn
Watson
From her activism to her passionate writings, June Jordan (1936 -
2002) is one of the most revered American poets of our time.
Jordan's writing simultaneously provokes delight and energy while
urging reflection on American society and its injustices. In Still
Seeking an Attitude, the first reflection on her legacy, Jordan's
life and works are explored in depth and detail, focusing on
subjects ranging from her use of language and linguistics to her
political activism and role in children's literature. These
critical examinations elucidate the power and poetry of Jordan's
words, serving as an exciting supplement for those already familiar
with Jordan and an excellent guide for anyone discovering her works
for the first time.
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 her new book, Valerie Kinloch, award-winning author of Harlem on
Our Minds, sheds light on the ways urban youth engage in
meaning-making experiences as a way to assert critical, creative,
and highly sophisticated perspectives on teaching, learning, and
survival. Kinloch rejects deficit models that have traditionally
defined the literacy abilities of students of colour, especially
African American and Latino/a youth. In contrast, she crosses
boundaries to listen to the voices of students attending high
school in New York City's Harlem community. In Crossing Boundaries,
Kinloch uses a critical teacher-researcher lens to propose new
directions for youth literacies and achievements. The text features
examples of classroom engagements, student writings and
presentations, discussions of texts and current events, and
conversations on skills, process, achievement, and
underachievement.
June Jordan was born on July 9, 1936, in Harlem, New York, to
Mildred and Granville Jordan, Jamaican natives. During her life,
she became one of the most prolific, important, and influential
African American writers of her time. Before her death from breast
cancer in 2002, Jordan published more than 27 books, including Some
of Us Did Not Die, Solider: A Poet's Childhood, Poetry for the
People: Finding a Voice through Verse, Haruko Love Poems, and
Naming Our Destiny. Her work Civil Wars, a collection of letters
and essays, addressed such topics as violence, homosexuality, race,
and black feminism. Working in many genres and touching on many
themes and issues, Jordan was a powerful force in American
literature. This biography reveals the woman, the writer, the poet,
the activist, the leader, and the educator in all her complexity.
Working in many genres and touching on many themes and issues, June
Jordan was a powerful force in American literature. This biography
reveals the woman, the writer, the speaker, the poet, the activist,
the leader, and the educator in all her complexity. June Jordan was
born on July 9, 1936, in Harlem, New York, to Mildred and Granville
Jordan, Jamaican natives. During her life, she became one of the
most prolific, important, and influential African American writers
of her time. Before her death from breast cancer in 2002, Jordan
published more than 27 books, including Some of Us Did Not Die,
Solider: A Poet's Childhood, Poetry for the People: Finding a Voice
through Verse, Haruko Love Poems, and Naming Our Destiny. Her work
Civil Wars, a collection of letters and essays, addressed such
topics as violence, homosexuality, race, and black feminism.
Kinloch offers a life and letters of this prolific writer, delving
into both her biography and her contributions as a writer and
activist. This approach unveils the power of language in Jordan's
poems, essays, speeches, books—and ultimately in her own
life—as she challenged political systems of injustice, racism,
and sexism. Kinloch examines questions surrounding the pain of
writing, the anger of oppression, and the struggle of African
American women to assert their voices. Attention is paid to the
ways in which Jordan's life informed her writings her perspectives,
and her contributions to the global landscape of class, race, and
gender issues. The writer's major works are explored in detail, as
Kinloch weaves discussions of her life into critical considerations
of her writings. Ultimately, this portrait illustrates the ways in
which Jordan's career represented her dedication to making words
work; her ability to rally and revolutionize the spirit of people
invested in decolonization, love, and freedom; and her
responsiveness to the world in which she lived.
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