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This book has received the AESA (American Educational Studies
Association) Critics Choice Award 2012. This book introduces a
progressive type of education called Critical Aesthetic Pedagogy.
This pedagogy utilizes the arts to promote critical learning, and
incorporates particular types of aesthetic experiences into
pedagogical practices to increase students' social empowerment and
commitment to social justice. The first coherent body of work that
marries critical pedagogy and aesthetics, the book guides theory
and practice for teacher educators interested in infusing their
critical pedagogical practices with the arts. It also proposes
tangible reforms in the public school system that will enable a
critical aesthetic process to take root and thrive. Critical
Aesthetic Pedagogy can be used in upper-level undergraduate and
graduate teacher education and art education courses. It can also
help P-12 teachers and art organizations to successfully develop
and carry out critical aesthetic practices at all levels. In
addition, it provides a rationale for school administrators,
community leaders, and educational policymakers for embracing
critical aesthetic practices as a way to improve the education of
all children.
Latinas/os on the East Coast: A Critical Reader provides a
comprehensive overview of established and contemporary research and
essays written about communities that represent the Latina/o
diaspora on the East Coast of the United States. Collectively, it
contributes to the historical, cultural, political, and economic
dynamics that affect the Latinas/os' lived experience of the
country. Analyzed through an interdisciplinary lens, this reader
offers a critical examination of the policies and the practices
that affect the following current and emerging themes and topics:
History; Ethnicity and culture; Immigration, transnationalism, and
civil rights; Education; Health; Women's studies; Film and media
studies; Queer studies; Literature; Visual and performing arts.
This book is an indispensable resource for scholars, researchers,
educators, undergraduate and graduate students, as well as any
individual, group, or organization interested in issues that affect
Latinas/os in the United States in current times.
The Social Foundations Reader is meant for undergraduate and
graduate students in introductory foundations of education classes.
No other contemporary reader provides such a broad and yet critical
view of the issues typically addressed in an introductory
foundations course. Instead, most provide a generic and typically
conservative perspective on schools and classrooms and do little to
encourage students to consider the important roles of critical
theory and social justice in the creation of school environments
that are responsive to issues of equity and diversity. This book
provides a different lens through which students can view what
happens in twenty-first-century schools while also considering the
perspectives of multiple constituencies: parents, teachers,
students and communities. The reader of this text is exposed to a
wide range of scholarship in the foundations of education; essays
range from the more traditional work of John Dewey to the
controversial ideas of Henry Giroux. Contested topics associated
with teaching, learning and leading in contemporary public schools
are considered within a context where grappling with the answers to
fundamental questions that will ultimately guide meaningful school
reform is an essential part of becoming an educator. Each of the
five sections in the book is accompanied by an introduction and
summary/reflection questions to both guide reading and challenge
students to think critically about how to synthesize and apply the
ideas being presented.
Latinas/os on the East Coast: A Critical Reader provides a
comprehensive overview of established and contemporary research and
essays written about communities that represent the Latina/o
diaspora on the East Coast of the United States. Collectively, it
contributes to the historical, cultural, political, and economic
dynamics that affect the Latinas/os' lived experience of the
country. Analyzed through an interdisciplinary lens, this reader
offers a critical examination of the policies and the practices
that affect the following current and emerging themes and topics:
History; Ethnicity and culture; Immigration, transnationalism, and
civil rights; Education; Health; Women's studies; Film and media
studies; Queer studies; Literature; Visual and performing arts.
This book is an indispensable resource for scholars, researchers,
educators, undergraduate and graduate students, as well as any
individual, group, or organization interested in issues that affect
Latinas/os in the United States in current times.
This book has received the AESA (American Educational Studies
Association) Critics Choice Award 2012. This book introduces a
progressive type of education called Critical Aesthetic Pedagogy.
This pedagogy utilizes the arts to promote critical learning, and
incorporates particular types of aesthetic experiences into
pedagogical practices to increase students' social empowerment and
commitment to social justice. The first coherent body of work that
marries critical pedagogy and aesthetics, the book guides theory
and practice for teacher educators interested in infusing their
critical pedagogical practices with the arts. It also proposes
tangible reforms in the public school system that will enable a
critical aesthetic process to take root and thrive. Critical
Aesthetic Pedagogy can be used in upper-level undergraduate and
graduate teacher education and art education courses. It can also
help P-12 teachers and art organizations to successfully develop
and carry out critical aesthetic practices at all levels. In
addition, it provides a rationale for school administrators,
community leaders, and educational policymakers for embracing
critical aesthetic practices as a way to improve the education of
all children.
The Social Foundations Reader is meant for undergraduate and
graduate students in introductory foundations of education classes.
No other contemporary reader provides such a broad and yet critical
view of the issues typically addressed in an introductory
foundations course. Instead, most provide a generic and typically
conservative perspective on schools and classrooms and do little to
encourage students to consider the important roles of critical
theory and social justice in the creation of school environments
that are responsive to issues of equity and diversity. This book
provides a different lens through which students can view what
happens in twenty-first-century schools while also considering the
perspectives of multiple constituencies: parents, teachers,
students and communities. The reader of this text is exposed to a
wide range of scholarship in the foundations of education; essays
range from the more traditional work of John Dewey to the
controversial ideas of Henry Giroux. Contested topics associated
with teaching, learning and leading in contemporary public schools
are considered within a context where grappling with the answers to
fundamental questions that will ultimately guide meaningful school
reform is an essential part of becoming an educator. Each of the
five sections in the book is accompanied by an introduction and
summary/reflection questions to both guide reading and challenge
students to think critically about how to synthesize and apply the
ideas being presented.
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