Описание: Learn how to enact justice-oriented pedagogy and foster students' critical engagement in today's history classroom. Over the past 2 decades, various scholars have rightfully argued that we need to teach students to "think like a historian" or "think like a democratic citizen." In this book, the authors advocate for cultivating activist thinking in the history classroom. Teachers can use Teaching History for Justice to show students how activism was used in the past to seek justice, how past social movements connect to the present, and how democratic tools can be used to change society.
The first section examines the theoretical and research foundation for "thinking like an activist" and outlines three related pedagogical concepts: social inquiry, critical multiculturalism, and transformative democratic citizenship. The second section presents vignettes based on the authors' studies of elementary, middle, and high school history teachers who engage in justice-oriented teaching practices.Book Features: Outlines key components of justice-oriented history pedagogy for the history and social studies K-12 classroom. Advocates for students to develop "thinking like an activist" in their approach to studying the past.
Contains research-based vignettes of four imagined teachers, providing examples of what teaching history for justice can look like in practice. Includes descriptions of typical units of study in the discipline of history and how they can be reimagined to help students learn about movements and social change.
Описание: What is trauma and what does it mean for the literacy curriculum? In this book, elementary teachers will learn how to approach difficult experiences through the everyday instruction and interactions in their classrooms. Readers will learn what can unfold when teachers are committed to compassionate, critical, and relational practice.
Автор: Heumann Gurian, Elaine Название: Centering the museum ISBN: 0367560445 ISBN-13(EAN): 9780367560447 Издательство: Taylor&Francis Рейтинг: Цена: 5970.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Drawing on Elaine Heumann Gurian’s fifty years of museum experience, Centering the Museum calls on the profession to help visitors experience their shared humanity and find social uses for public buildings, in order to make museums more central and useful to everyone in difficult times. Following the same format as Civilizing the Museum, this new volume includes material written especially for a re-emergent time and relevant public lectures not included in the author’s previous book. Divided into six separate content clusters, with over twenty different essays, the book identifies many small, subtle ways museums can become welcoming to more—and to all. Drawing on her extensive experience as a deputy director, senior advisor to high-profile government museums, lecturer and teacher around the world, the author provides recommendations for inclusive actions by intertwining sociological thinking with practical decision-making strategies. Writing reflectively, Elaine also provides heritage students and professionals with insights that will help move their careers and organizations into more equitable, yet successful, terrain. Centering the Museum will be an excellent companion volume to Civilizing the Museum and, as such, will be a useful support for emerging museum leaders. It will be especially interesting to academics and students engaged in the study of cultural administration, as well as museum and heritage practitioners working around the world.
Описание: Explores how to approach difficult experiences through the everyday instruction and interactions in their classrooms. Readers will look inside classrooms and literacies across genres to see what can unfold when teachers are committed to compassionate, critical, and relational practice.
Описание: A guide for educational researchers interested in conducting qualitative studies with diverse populations, including refugees, documented and undocumented immigrants, and people with disabilities. Through a description of a case stud, the authors highlight humanizing methods - a multidirectional ethical compass with relationships at the centre.
Описание: This volume offers critical analysis of national school reform policies intended to align with global agendas to promote educational quality and equity. By uniquely foregrounding the need for education reform to nurture child well-being alongside traditional measures of academic achievement, the book identifies common challenges across the Global North and South and extends insights provided by international student assessment data. Chapters offer a close analysis of reform practices in countries in Africa, Europe, Asia, and the Americas to consider cultural, social, political, and functional aspects which drive or inhibit the success of reform initiatives. Providing excellent insights into holistic education for children and youth, this book highlights lessons to support global efforts in providing high-quality, equitable education for the whole child. Developing international knowledge and supplementing international data, this volume will be of interest to students, scholars, and researchers with an interest in education policy, as well as comparative and international education.
Описание: Drawing from the experiences of Black parents as they engaged with their children`s schools, this book brings a critical race theory analysis to family-school partnerships. It examines racism and white supremacy at school, Black parents` resistance, and ways school communities can engage in more authentic partnerships with Black and Brown families.
Описание: Drawing from the experiences of Black parents as they engaged with their children`s schools, this book brings a critical race theory analysis to family-school partnerships. It examines racism and white supremacy at school, Black parents` resistance, and ways school communities can engage in more authentic partnerships with Black and Brown families.
Описание: This book advances qualitative methods and methodological discussions from the ways in which "disabled people" are viewed primarily as research subjects without input of their own, to a place where disability embodiment and the lived experience of disability are potential sources of method and methodological advancement.
Описание: What if the families of students most impacted by the opportunity gap somehow had the power to organise whatever activities they felt would best help their children succeed? That`s the question that began Families with Power/Familias con Poder, and is at the heart of this book.
Centering Race in the STEM Education of African American K–12 Learners boldly advocates for a transformative approach to the teaching of STEM to African American K–12 learners. The achievement patterns of African American learners, so often described as an "achievement gap" between them and their White peers, is in fact the historical legacy of slavery and the racial hierarchy that was necessary to maintain it. The achievement gap is a contemporary manifestation of the racial hierarchy that continues in STEM to the present time. The racial hierarchy in STEM education is upheld by structural arrangements, policies, and practices, sometimes invisible, but ultimately denies access and depresses performance of African American K–12 learners in STEM. This book argues that disrupting these patterns of achievement and realizing more equitable outcomes for this demographic is essentially a political act that requires that race be overtly addressed and centered in the STEM education of these children—an approach called "race-visible pedagogy." While this approach incorporates some of the elements of culturally responsive pedagogy and other anti-racist or liberatory pedagogies, it advances the thinking about such approaches by shifting the emphasis from the outcomes of such pedagogies to the experience of them. This book covers a range of issues related to the STEM education of African American K–12 learners and includes theoretical pieces that offer insightful, new, and asset-based, as opposed to deficit-based, frameworks for understanding and disrupting the patterns of achievement of African American children, as well examples of the practice of race-visible pedagogies.
Centering Race in the STEM Education of African American K–12 Learners boldly advocates for a transformative approach to the teaching of STEM to African American K–12 learners. The achievement patterns of African American learners, so often described as an "achievement gap" between them and their White peers, is in fact the historical legacy of slavery and the racial hierarchy that was necessary to maintain it. The achievement gap is a contemporary manifestation of the racial hierarchy that continues in STEM to the present time. The racial hierarchy in STEM education is upheld by structural arrangements, policies, and practices, sometimes invisible, but ultimately denies access and depresses performance of African American K–12 learners in STEM. This book argues that disrupting these patterns of achievement and realizing more equitable outcomes for this demographic is essentially a political act that requires that race be overtly addressed and centered in the STEM education of these children—an approach called "race-visible pedagogy." While this approach incorporates some of the elements of culturally responsive pedagogy and other anti-racist or liberatory pedagogies, it advances the thinking about such approaches by shifting the emphasis from the outcomes of such pedagogies to the experience of them. This book covers a range of issues related to the STEM education of African American K–12 learners and includes theoretical pieces that offer insightful, new, and asset-based, as opposed to deficit-based, frameworks for understanding and disrupting the patterns of achievement of African American children, as well examples of the practice of race-visible pedagogies.
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