Schools and National Identities in French-speaking Africa, Gardelle, Linda
Автор: Tiflati, Hicham Название: Islamic schooling and the identities of muslim youth in quebec ISBN: 0367499568 ISBN-13(EAN): 9780367499563 Издательство: Taylor&Francis Рейтинг: Цена: 22202.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This insightful text examines the impact of Islamic schooling on Muslim youth in French-speaking Canada to consider how these institutions influence the formation of students` cultural, national, ethnic and religious identities, and their sense of belonging to Quebec and Canada.
Описание: This book uses an intersectional approach to explore the ways in which girls and adults in school systems hold multiple realities, negotiate tensions, resist oppression, and envision transformation. It offers a range of pedagogies, policies, and practices educators can adopt, making it ideal for professionals, policy makers and academics.
Название: School and National Identities in French-speaking Africa ISBN: 0367256622 ISBN-13(EAN): 9780367256623 Издательство: Taylor&Francis Рейтинг: Цена: 22202.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book showcases cutting-edge research to provide a renewed understanding of the role of schools in producing and reproducing national identities. Using individual case studies and comparative frameworks, it presents diverse empirical and theoretical insights from and about a range of African countries.
Описание: This insightful text examines the impact of Islamic schooling on Muslim youth in French-speaking Canada to consider how these institutions influence the formation of students` cultural, national, ethnic and religious identities, and their sense of belonging to Quebec and Canada.
Автор: Brinkman, Britney G. Brinkman, Kandie Hamilton, Deanna Название: Girls` identities and experiences of oppression in schools ISBN: 0367629445 ISBN-13(EAN): 9780367629441 Издательство: Taylor&Francis Рейтинг: Цена: 5511.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book uses an intersectional approach to explore the ways in which girls and adults in school systems hold multiple realities, negotiate tensions, cultivate hope and resilience, resist oppression, and envision transformation.Rooted in the voices and lived experiences of girls and educators, Brinkman, Brinkman and Hamilton document girl-led activism within and outside schools, and explore how adults working with girls can help contribute toward them thriving. Girls’ narratives are considered through an intersectionality framework, in which gender identity, race, ethnicity, social class, sexual orientation, and other aspects of social identity intersect to inform girls' lived experiences. Exploring data and interviews collected over a 15-year period, the authors set out a three-part structure to outline how girls engage in strategies to enact resilience, resistance, and transformation. Part one reconceptualizes traditional definitions of resilience and documents girls’ experiences of oppression within schools, identifying common stereotypes about girls and examining the complexity of girls’ "choices" within systems that they do not feel they can change. Part two highlights girls’ active resistance to stereotypes, pressures to conform, and interpersonal and systemic discrimination, from entitlement of their boy peers to experiences of sexualization in school. Part three illuminates pathways for educational transformation, creating new possibilities for educational practices.Offering a range of pedagogies, policies, and practices educators can adopt to engage in systemic change, this is fascinating reading for professionals such as educators, counsellors, social workers, and policy makers, as well as academics and students in social, developmental, and educational psychology.
We are living in historic times and negotiating multiple national crises. The confluence of the COVID-19 pandemic and unrelenting state-sanctioned murders of Black people has disproportionately impacted our women and girls at the intersections of employment, citizenship, housing, healthcare, and motherhood statuses. As many individuals rally for liberation on the frontlines, how might educational institutions intervene as sources of respite and reparation?
Historically, racialized sexism in U.S. schools has manifested uniquely for Black girl-identified adolescents (including cisgender, queer, and transgender youth). These learners face heightened exposure to malicious discourses and exclusionary disciplinary policies. Engendering #BlackGirlJoy identifies the teaching practices that equip young Black women to locate, analyze, heal from, and ultimately thrive through the suffering they face inside and outside of schools.
The book is rooted in the author’s experience as a South Los Angeles high school teacher working at her alma mater, trying to cultivate the life-affirming education that she desired as a child. Centering her students’ perspectives, Monique Lane outlines a Black feminist pedagogical framework that inspired bountiful #BlackGirlJoy in one embattled public school. This text is a heartfelt offering to educators committed to taking courageous and innovative action—in solidarity with Black girl learners—toward the betterment of their lives!
We are living in historic times and negotiating multiple national crises. The confluence of the COVID-19 pandemic and unrelenting state-sanctioned murders of Black people has disproportionately impacted our women and girls at the intersections of employment, citizenship, housing, healthcare, and motherhood statuses. As many individuals rally for liberation on the frontlines, how might educational institutions intervene as sources of respite and reparation?
Historically, racialized sexism in U.S. schools has manifested uniquely for Black girl-identified adolescents (including cisgender, queer, and transgender youth). These learners face heightened exposure to malicious discourses and exclusionary disciplinary policies. Engendering #BlackGirlJoy identifies the teaching practices that equip young Black women to locate, analyze, heal from, and ultimately thrive through the suffering they face inside and outside of schools.
The book is rooted in the author’s experience as a South Los Angeles high school teacher working at her alma mater, trying to cultivate the life-affirming education that she desired as a child. Centering her students’ perspectives, Monique Lane outlines a Black feminist pedagogical framework that inspired bountiful #BlackGirlJoy in one embattled public school. This text is a heartfelt offering to educators committed to taking courageous and innovative action—in solidarity with Black girl learners—toward the betterment of their lives!
Автор: Faas, Daniel Название: Negotiating Political Identities ISBN: 0367602822 ISBN-13(EAN): 9780367602826 Издательство: Taylor&Francis Рейтинг: Цена: 6430.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Автор: Erstad Название: Learning Identities, Education and Community ISBN: 1107046955 ISBN-13(EAN): 9781107046955 Издательство: Cambridge Academ Рейтинг: Цена: 15840.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This book offers a case study of children and young people as they live, study and work within the contexts of their families, educational institutions and informal activities. The study explores how `learning identities` are forged through complex interplays between young people and their communities.
Автор: Butler, Alison Название: Majoring in change ISBN: 1433115360 ISBN-13(EAN): 9781433115363 Издательство: Peter Lang Рейтинг: Цена: 21780.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Illustrates the real struggles and socioeconomic challenges of young people and works to create proactive, productive change on their behalf. This volume presents a long-term qualitative study that follows 20 New York City public high school students as they make the transition into college and works.
Автор: Butler, Alison Название: Majoring in change ISBN: 1433115352 ISBN-13(EAN): 9781433115356 Издательство: Peter Lang Рейтинг: Цена: 6267.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Illustrates the real struggles and socioeconomic challenges of young people and works to create proactive, productive change on their behalf. This volume presents a long-term qualitative study that follows 20 New York City public high school students as they make the transition into college and works.
Описание: This book tells a story of radical educational change. In the early nineteenth century, an imperial civil society movement promoted modern elementary 'schools for all'. This movement included British, American and German missionaries, and Indian intellectuals and social reformers. They organised themselves in non-governmental organisations, which aimed to change Indian education. Firstly, they introduced a new culture of schooling, centred on memorisation, examination, and technocratic management. Secondly, they laid the ground for the building of the colonial system of education, which substituted indigenous education. Thirdly, they broadened the social accessibility of schooling. However, for the nineteenth century reformers, education for all did not mean equal education for all: elementary schooling became a means to teach different subalterns 'their place' in colonial society. Finally, the educational movement also furthered the building of a secular 'national education' in England.
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