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Edited by Anthony J. Nocella II, Sean Parson, Amber E. George and Stephanie Eccles

As the inevitable, unsustainable nature of contemporary society becomes increasingly more obvious, it is important for scholars and activists to engage with the question, "what is to be done?" A Historical Scholarly Collection of Writings on the Earth Liberation Front provides an analysis and overview of an under-discussed but important part of the radical environmental movement, the Earth Liberation Front (ELF), which actively tried to stop ecocide. Through engagement with the activism and thought behind the ELF, volume contributors encourage readers to begin questioning the nature of contemporary capitalism, the state, and militarism. This book also explores the social movement and tactical impact of the ELF as well as governmental response to its activism, in order to strengthen analytic understanding of effectiveness, resistance, and community resilience. A Historical Scholarly Collection of Writings on the Earth Liberation Front is sure to inspire more scholarly work around social change, eco-terrorism, environmental studies, and environmental justice. This book is a valuable text for criminologists, sociologists, environmental advocates, politicians, political scientists, activists, community organizers, and religious leaders.

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From Exploitation Back to Empowerment

Black Male Holistic (Under)Development Through Sport and (Mis)Education

Joseph N. Cooper

Previous critics have documented the damaging effects of the current exploitative sporting and education structures in the United States on Black males and the broader Black community. However, largely missing from scholarly literature and popular discourses on this topic is a comprehensive analysis of the heterogeneity among Black male athletes’ lived experiences and outcomes over their lifespans. From Exploitation Back to Empowerment: Black Male Holistic (Under)Development Through Sport and (Mis)Education by Joseph N. Cooper addresses three major issues: (1) the under theorization of Black male athletes’ socialization processes, (2) the preponderance of deficit-based theories on Black male athletes, and (3) the lack of expansive analyses of Black male athletes from diverse backgrounds. Grounded in empirical research, this text outlines five socialization models of Black male holistic (under)development through sport and (mis)education. The five socialization models include: (a) illusion of singular success model (ISSM), (b) elite athlete lottery model (EALM), (c) transition recovery model (TRM), (d) purposeful participation for expansive personal growth model (P2EPGM), and (e) holistic empowerment model (HEM). Using ecological, race-based, gender-based, psychological, and athletic-based theories, each of the proposed models incorporates critical sociological insights whereby multi-level system factors (sub, chrono, macro, exo, meso, and micro) along with various intersecting identities and additional background characteristics are taken into account. In addition, historical, sociocultural, political, and economic conditions are examined in relation to their influence on Black males’ socialization in and through sport and (mis)education. This nuanced analysis allows for the development of a systematic blueprint for Black male athletes’ holistic development and more importantly collective racial and cultural uplift.

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Doug Selwyn

What would schools and communities look like if the health and well-being of all our children were our highest priorities? More important than test scores, profits, or real estate values? What actions would we take if we wanted to guarantee that all our children were growing up with what they needed to be healthy, happy, and successful—and not just some of them?

The United States was once among the healthiest countries in the world. As of now, it is ranked no better than twenty-ninth. Those who bear the brunt of our worsening health are the poor, people of color, and, most of all, our children. All Children Are All Our Children situates our ongoing health crisis within the larger picture of inequality and the complex interplay of systems in the U.S. based on class, privilege, racism, sexism, and the ongoing tension between the ideals of democracy and the realities of corporate capitalism. Public education is caught in the middle of those tensions.

All Children Are All Our Children begins by defining what we mean by health, looking at the many factors that support or undermine it, and then identifies steps that can be taken locally in our schools and in our communities that can support the health and well-being of our young people and their families, even as we work towards necessary change at the state and national policy level.

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Edited by Glenda M. Prime

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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Edited by Sakir Cinkir

EJER Congress is one of the most innovative and interdisciplinary conferences in the field of education. It brings together a wide range of researchers in the field of education from all over the world. The chapters in this book cover varied topics concerning the new educational paradigms, research methods, new directions, and policies including teacher training, professional development, drama, creativity, special education needs, educational management and leadership, academic achievement, pedagogy, teaching language, and quality of life in the field of educational research as well as other related interdisciplinary areas.

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Controlling Our Children

Hegemony and Deconstructing the Positive Behavioral Intervention Support Model

Thomas David Knestrict

Controlling Our Children: Hegemony and Deconstructing the Positive Behavioral Intervention Support Model represents the first steps in a protest movement. It is a microscopic look into a system that educators take for granted as a positive force for children. In a thorough and detailed fashion, Thomas David Knestrict deconstructs the troubling history, development, and eventual embrace of a ubiquitous system of control that our public schools and government now mandate for use. Knestrict uses a powerful social justice lens to reconstruct the framework of a more responsive and just system of supports that result in autonomy, not scripted control. Controlling Our Children is perfect for pre-service teachers learning how to manage a classroom that fosters autonomy and an internal locus of control. It is also a perfect book for a graduate-level course in discipline discourse or disability studies. This book is for anyone who is at all worried about imposed systems of control that hinder the development of free will, freedom of choice, and personal autonomy in an age of false news, political manipulation, and control.

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Coordinate Colleges for American Women

A Convergence of Interests, 1947-78

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Linda C. Morice

Coordinate Colleges for American Women: A Convergence of Interests, 1947–78 explores the history of the coordinate college—a separate school of higher learning for women connected to an older, all-male institution. This book places special emphasis on three (previously all-male) liberal arts colleges located in the Midwest and upstate New York. They established women’s coordinate colleges in the years following World War II, but ended them by 1980, becoming fully coeducational. The author draws on new primary sources to show that, in each case, a coordinate college was created to meet the converging interests of the founding institution—not to improve the education of women. The work is set in the context of four major social movements during the mid-to-late twentieth century involving civil rights, student rights, antiwar protest, and women’s liberation.

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Giuliana Cucinelli

Developments in information communication technologies (ICTs) have altered the fabric of youth culture in terms of a young person’s access to information and ability to communicate with a global audience. The conditions, opportunities, and limitations of using digital media are different for marginalized urban youth. In order to harness the educational value of digital media in the lives of disenfranchised youth, we must understand its potential as a means of empowerment. Central to this book is the development of a model for working with youth using ICTs called digital youth praxis (DYP), which offers praxis orientation of ICTs that are critical, creative, and grounded in social justice. This model includes three tenets: the DYP H3 model, used for understanding context and ICT creation practices; the DYP phases, which offers six phases for critical ICT making; and the DYP typology, which offers insight on three different levels of ICT engagement and what they include. The purpose of this model is to clarify concepts and propose interdisciplinary relationships among concepts, provide a context for interpreting the findings, explain observations and creative content, and to encourage theory development that is useful to practice. Providing insight based on community-based fieldwork with marginalized youth, the interdisciplinary nature of Digital Youth Praxis is an excellent guide for formal and informal educators interested or engaged in youth media productions.

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Disability and the University

A Disabled Students’ Manifesto

Edited by Christopher McMaster and Benjamin Whitburn

Disability and the University: A Disabled Students’ Manifesto is a guide to what students with disabilities need to know about attending university, as well as to the essentials universities should provide for these students. Each chapter presents a benchmark for students to follow as they travel through the institution, and lays clear what they should expect. Written by former students with disabilities who have traversed the terrain and experienced higher education, this book is not about disabled students, but instead is a manifesto, a call for change, a call to action. It is a guide book, blueprint, and tool for both students and universities.

Disability and the University is divided into four parts, each examining crucial aspects of higher education, including the culture of the academy, movement beyond the limits of compliance, access to and in the institution, and disability rights. Each chapter is a statement of what every institution of higher education should provide for disabled students.

While every country has its own practice and laws based on its own experience, arbitrary national boundaries should no longer be a reason for practices that do not meet student needs. Disability and the University speaks across borders, and leaves no doubt about what needs to be done to develop more inclusive teaching and learning spaces.

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Youb Kim and Patricia H. Hinchey

For teachers and teacher educators striving to address a growing number of state mandates relating to the education of English language learners (ELLs), Educating English Language Learners in an Inclusive Environment, Second Edition provides a reader-friendly survey of key topics, including: legal and professional imperatives, cultural concerns, linguistics, literacy instruction, assessment, policy, and politics. This overview will be useful to in-service teachers with little or no preparation for working with ELLs but who nevertheless face legislative demands to teach both academic content and English. It will also be useful to teacher educators trying to squeeze preparation for working with ELLs into already overflowing teacher preparation programs. Though many try, no one text can provide exhaustive information; there is simply too much to learn. This second edition instead provides readers with a road map to critical topics and to specific resources they can use independently to learn more, as they will surely need to do.