In Living Stories: Nontraditional College Students in Early Childhood Education, Susan Bernheimer takes the reader into her journey with a group of nontraditional college students. Bernheimer’s struggle to find a meaningful approach to teaching the students about early childhood development and care is infused with the insights and wisdom that come from listening to, and valuing, the remarkable stories of her students’ lives. This book offers a powerful new road map for early childhood teacher preparation through a relational pedagogy that honors students’ life experiences and that leads to deep reflection and learning. The approach is embedded in students’ strengths and knowledge and is successfully inclusive of an increasingly diverse student demographic. Bernheimer provides an inclusive model of education that builds upon the strengths of all students.
Jennifer M. Matos
Almost like a well-kept family recipe, there exists in education secret ingredients into what makes Latinx students successful. La Familia and Other Secret Ingredients to Latinx Student Success demonstrates how Latinx parents, a well-kept secret ingredient, assist with the academic success of Latinx students at all educational levels. Understanding the power of this secret ingredient—and how to use it—can have a profound impact on success for Latinxs students and can be used as a model for how to work with and support students from all marginalized groups. La Familia and Other Secret Ingredients to Latinx Student Success is suitable for educators at all levels. This book can be used in general education and teacher preparation courses, ethnic studies courses, training for individuals in helping professions, or to launch exciting new dialogue.
Edited by Anissa Belhadjin and Laetitia Perret
Pour Barthes, « La littérature, c’est ce qui s’enseigne, un point c’est tout » : le lien entre l’école et la fabrication du littéraire semble indissociable. C’est pour tenter de comprendre comment la littérature s’est constituée comme objet scolaire que le réseau Helice (Histoire de l’Enseignement de la Littérature, Comparaison Européenne), composé d’une vingtaine de chercheurs de pays européens ou du Québec, a été créé en 2010.
Les travaux du groupe s’organisent à partir de plusieurs approches (didactique, historique et comparatiste) dont l’intérêt est de dé-naturaliser la relation qui existe entre la littérature et l’école et d’interroger l’enseignement d’une discipline qui semble souvent aller de soi.
Après la fable et la lettre, le groupe Helice s’attache maintenant à étudier l’extrait appréhendé comme un objet susceptible de rendre compte des processus de scolarisation de la littérature.
Dans cet ouvrage, les chercheurs d’Helice ont étudié la façon dont l’œuvre littéraire est scolarisée sous la forme particulière de l’extrait, qui en retour fabrique la littérature de l’école. Le premier chapitre étudie l’émergence de l’extrait au fil du temps et son usage, indissociable de sa relation avec l’œuvre dont il provient. Le deuxième chapitre envisage de manière comparatiste les usages de l’extrait dans la formation du lecteur et du scripteur, dans différents pays et segments scolaires, à différents moments, voire dans différents contextes disciplinaires. Le troisième chapitre analyse comment les œuvres de plusieurs grands auteurs patrimoniaux sont lues à l’école.
Edited by Eva Álvarez Ramos
La irrupción de lo digital en el mundo de las humanidades ha puesto en evidencia la necesidad de un replanteamiento bastante radical de nuestra relación con el objeto de estudio; una variación que afecta a la totalidad del proceso que va de la creación a la recepción: escritura, transmisión, análisis, recepción, preservación y aplicación a la enseñanza.
De todos estos aspectos se ocupan las páginas de este volumen, atentas a los cambios que lo digital ha venido a imponer sobre la categoría de «autor literario» y sobre la escritura misma; al lector tan distinto al tradicional que emerge de los transmedia; a la difusión masiva de la literatura; a las novedades derivadas de la incorporación al proceso de análisis de métodos cuantitativos o las que emanan de la edición digital; y, finalmente, a la renovación didáctica que impone la adecuación del aula a lo digital.
Philosophical and Historical Reflections (Central, Southern and South-Eastern Europe)
Edited by Blanka Kudláčová and Andrej Rajský
The book approaches education and the science of education (Ger. Pädagogik) from two perspectives: philosophical and historical. The philosophical perspectives (the fi rst part of the book) explore key philosophical influences underlying the notion of Pädagogik. Questions are raised about the status of philosophy of education, and of Pädagogik as a fi eld of study. The nature and scope of their contributions in academic workplaces are critically reviewed. Concerning the historical perspectives (the second part of the book), these explore key historical moments in the development of Pädagogik as a scientific and academic discipline in individual countries of Central, Southern and South-Eastern Europe, based on the original German tradition.
Edited by Viktor Lechta and Nad'a Bizová
This monograph links to the monograph "Reflection of Inclusive Education of the 21st Century in Correlative Scientific Fields" (Lechta. V. - Kudláčová, B., Frankfurt: Peter Lang 2013). It should be a summary of the most relevant components of inclusive education and proposals for further development. The co-authors are influential representatives of inclusive education from Slovakia, the Czech Republic, Hungary, Poland and Germany. Structure of authors present their findings from the aspect of pedagogy, psychology, special education, therapeutic education, social pedagogy, history, philosophy, psychology, law, medicine in this field in its transdisciplinary correlation. The monograph is intended mainly for the experts from all the disciplines that participate in the care of people with disabilities, as well as students and parents that are interested in it.
Since 1999, Indonesia’s higher education system has entered a new stage. The government promotes legal entity reform at public colleges and universities, and plans to transform all public colleges and universities into legal entities. This is unprecedented in Indonesian education history. Eight public higher education institutions in the first and second batch were succesfully converted to legal entities. After experiencing legal entity reform, Indonesia’s public colleges and universities improved. The government indirectly proposed three types of public higher education institution. This means that Indonesia’s public colleges and universities developed from a single model to becoming these diversified models.
A Historical Collection
Edited by Anthony J. Nocella II and Amber E. George
Intersectionality of Critical Animal Studies: A Historical Collection represents the very best that the internationally scholarly Journal for Critical Animal Studies (JCAS) has published in terms of articles that are written by public critical scholar-activists-organizers for public critical scholar-activists-organizers. This move toward publishing pieces about engaging social change, rather than high-theoretical detached analysis of nonhuman animals in society, is to regain focus for liberation at all costs. The essays in this collection focus on intersectionality scholarship within the realm of Critical Animal Studies, and discuss issues related to race, gender, disability, class, and queerness. Not only are these articles historically signiﬁcant within the ﬁeld of Critical Animal Studies, but they are integral to the overall social justice movement. Intersectionality of Critical Animal Studies: A Historical Collection should be read by anyone interested in the Critical Animal Studies ﬁeld, as we consider them to be classic writings that should be respected as foundational texts. There are many interesting and innovative texts, but these are historical, not only because they were published in JCAS, but because they were among the ﬁrst to publish on a particular intersectional issue.
This Room of Earth and Sky
Jerry Worley and Logan Roshell
Now more than ever, students need support. To meet their needs, educators should encourage their students to break from the mainstream by inspecting their experiences, and therefore expressing their own values. This endeavor will lead students to make choices that are best for themselves and others. It is important to support students in both relating and connecting to society, and to have hope and joy for meeting the day full on.
Educators need to give their students the opportunity to reveal their life histories, experiences, perspectives, and expectations in ways that are themed with the educators' class curriculums. Doing so will naturally build inter-subjectivity. Increased inter-subjectivity leads to meaningful relationships and higher achievement. In turn, this will lead to stronger social relatedness and connectedness.
The purpose of Building, Maintaining, and Repairing Classroom Relationships is simple: to quickly build classroom relationships in a metaphorical, colorful, and creative way. This can be accomplished by theming curriculum with phenomenology, experience, and values clarification (PEVC) strategies. This book is set up in a concrete, sequential, and linear fashion, and is designed to meet the needs of a variety of educators and leaders. It is arranged to be browsed for quick reference for teachers who are busy and need relationship building strategies, fast.
A White Researcher’s Journey Through the Shadows
Liberation in Higher Education introduces and expands on the notion of Endarkened Feminist Epistemology (EFE) based on a qualitative case study of Cynthia B. Dillard and her students as well as the white researcher and author, Sarah Militz-Frielink, as she became transformed through her research in higher education. Dillard, who created EFE as a teaching and research paradigm in 2000, grounded it in several frameworks: Black feminist thought, standpoint theory, the tenets of African American spirituality, and the work of Parker J. Palmer on non-religious spirituality in education. The book delves into EFE’s origins and students’ meaning-making experiences with EFE—including related themes such as healing, identity development, cultural histories, spirituality, and the evolution of the phenomenon over time. This book also includes a chapter in which Militz-Frielink applies EFE as a methodology to herself, which is one of the recommended practices of EFE as a research tool. Liberation in Higher Education concludes with implications and recommendations for practitioners, particularly white practitioners in higher education who work with African American students in predominantly white institutions.