Between 1910 and 1920, thousands of Mexican Americans and Mexican nationals were killed along the Texas border. The killers included strangers and neighbors, vigilantes and law enforcement officers—in particular, Texas Rangers. Despite a 1919 investigation of the state-sanctioned violence, no one in authority was ever held responsible.
Reverberations of Racial Violence gathers fourteen essays on this dark chapter in American history. Contributors explore the impact of civil rights advocates, such as Jos? Tom?s Canales, the sole Mexican-American representative in the Texas State Legislature between 1905 and 1921. The investigation he spearheaded emerges as a historical touchstone, one in which witnesses testified in detail to the extrajudicial killings carried out by state agents. Other chapters situate anti-Mexican racism in the context of the era's rampant and more fully documented violence against African Americans. Contributors also address the roles of women in responding to the violence, as well as the many ways in which the killings have continued to weigh on communities of color in Texas. Taken together, the essays provide an opportunity to move beyond the more standard Black-white paradigm in reflecting on the broad history of American nation-making, the nation’s rampant racial violence, and civil rights activism.
Описание: Since the turn of the 21st century, developing teachers’ assessment literacy has been recognized as one of the key levers for improving instructional practice and student learning in light of the education reforms worldwide. A substantial body of literature is focused on teachers’ assessment literacy or teachers’ capacity in assessment, and teachers’ continuing professional development in assessment. As we approach the third decade of the 21st century, developing teachers’ assessment literacy needs to be more responsive to the need of both preservice and inservice teachers who come from linguistically and culturally diverse backgrounds. The authors concur that both preservice and inservice teachers in today’s complex educational contexts require a deeper level of understanding of assessment. Additionally, teachers are highly encouraged to appreciate the history of educational assessment in different sociocultural and political contexts, as well as to know how to determine the merits of a range of assessment practices best suited for their lesson planning and classroom teaching. In this book, the authors discuss significant aspects of developing teachers’ assessment literacy in different sociocultural and political contexts. Based on their respective educational backgrounds, academic experiences, and applied fields of study, each of the authors presents a critical response to the topic of assessment. Their accounts represent the complexity of the subject through a breadth and range of content and perspectives. By expanding the terms of reference regarding assessment, the authors have developed a book with a far richer panorama on assessment as a springboard for inquiry.
Автор: K. V. Cybil Название: Social Justice: Inter-disciplinary Inquiries From India ISBN: 1138505048 ISBN-13(EAN): 9781138505049 Издательство: Taylor&Francis Рейтинг: Цена: 22202.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book explores the political and philosophical underpinnings of exclusion and social injustice in India. Going beyond the legal framework of justice, the essays in the volume reassemble the social from the margins and challenge Eurocentric systems of knowledge which have dominated discourse on social injustice.
Описание: Presents a vision of education for democracy built around promoting equity and social justice. In doing so, Camicia and Knowles challenge many of the common perspectives of democratic education, deliberation, and the common good.
Описание: Presents a vision of education for democracy built around promoting equity and social justice. In doing so, Camicia and Knowles challenge many of the common perspectives of democratic education, deliberation, and the common good.
Описание: Since the turn of the 21st century, developing teachers’ assessment literacy has been recognized as one of the key levers for improving instructional practice and student learning in light of the education reforms worldwide. A substantial body of literature is focused on teachers’ assessment literacy or teachers’ capacity in assessment, and teachers’ continuing professional development in assessment. As we approach the third decade of the 21st century, developing teachers’ assessment literacy needs to be more responsive to the need of both preservice and inservice teachers who come from linguistically and culturally diverse backgrounds. The authors concur that both preservice and inservice teachers in today’s complex educational contexts require a deeper level of understanding of assessment. Additionally, teachers are highly encouraged to appreciate the history of educational assessment in different sociocultural and political contexts, as well as to know how to determine the merits of a range of assessment practices best suited for their lesson planning and classroom teaching. In this book, the authors discuss significant aspects of developing teachers’ assessment literacy in different sociocultural and political contexts. Based on their respective educational backgrounds, academic experiences, and applied fields of study, each of the authors presents a critical response to the topic of assessment. Their accounts represent the complexity of the subject through a breadth and range of content and perspectives. By expanding the terms of reference regarding assessment, the authors have developed a book with a far richer panorama on assessment as a springboard for inquiry.
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