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À l'épreuve d'enseigner à l'Université

Enquête en France - Préface de Marc Romainville

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Edited by Saeed Paivandi and Nathalie Younès

L’ouvrage s’intéresse à la réalité plurielle de l’homo academicus, en partant des vécus et des conceptions des professeur.e.s d'université. L’enquête menée en France par les deux auteurs, de 2013 à 2017, dans un large éventail de disciplines (lettres, sciences, sciences humaines et sociales, médecine), permet de mieux appréhender les différentes manières d’être enseignant.e-chercheur.e, la condition universitaire, les conceptions de la carrière et les approches de l’enseignement mobilisées dans la pratique pédagogique. Les enseignant.e.s-chercheur.e.s parlent de leur environnement de travail, de leurs relations avec le monde étudiant et des tensions vécues au cours de leur expérience pour articuler l’enseignement, la recherche et les tâches administratives. Se développer professionnellement sur le plan pédagogique et réellement prendre en compte les étudiants dans l’approche de l’enseignement apparaît comme un défi.

Cet ouvrage a pour ambition d’aider à mieux comprendre la condition pédagogique à l’université, devenue une question d’actualité en France comme dans nombre d’autres pays. Les données de l’enquête mises en perspective avec la littérature scientifique internationale peuvent contribuer à la réflexion sur les réformes pédagogiques introduites depuis les années 2000 et les axes les plus pertinents pour améliorer le fonctionnement pédagogique de l’université et accompagner les enseignant.e.s-chercheur.e.s dans leur développement professionnel à travers un changement culturel progressif.

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Privatization of America’s Public Institutions

The Story of the American Sellout

Lawrence Baines

Privatization of America’s Public Institutions describes the transformation of the military, K–12 public schools, public universities and colleges, and prisons into enterprises focused on generating profits for a select few. In many cases, privatization has limited accessibility, promoted segregation, fueled declining standards, increased costs, and reduced quality.

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Larry Feldman and Sandy Feldman

Building Bridges Across the Racial Divide offers a hopeful view of how well-constructed diversity initiatives can combat entrenched racial prejudice and segregation in American life. This book provides an extensive review of research on methods for reducing stereotypes and prejudice and describes multiple initiatives designed to reduce the negative effects of racial separation by bringing together children, teens, and adults from different racial groups to share a variety of positive experiences.

The concepts in Building Bridges Across the Racial Divide are presented in clear, jargon-free language. Each concept comes alive with detailed examples from a variety of successful programs. Combining specific principles with poignant illustrations, this book will appeal to a wide variety of readers: educators, parents, students, clergy, youth leaders, community organizers, business leaders, and anyone who feels drawn to the goal of "making things better." This book is an excellent text for courses on diversity, race relations, social psychology, sociology, education, parenting, and community development.

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Writing for College and Beyond

Life Lessons from the College Composition Classroom

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CJ Kent

Writing for College and Beyond: Life Lessons from the College Composition Classroom explains how the many skills taught in the Freshman Composition course apply at work and in life. The composition class is a pre-requisite and General Education course for most colleges and universities in the United States. It reaches students in every area of study. As people wonder about the value of a liberal arts education and question whether colleges and universities are truly preparing students for the workforce, Writing for College and Beyond challenges those arguments by pointing out exactly how classroom policies and writing assignments apply beyond school walls. Professors, lecturers, and graduate students teaching Freshman Composition courses will find this book helpful. Administrators who service the Freshman Composition population, such as Writing Center Directors, will also find Writing for College and Beyond: Life Lessons from the College Composition Classroom a wonderful aid.

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Youth Culture Power

A #HipHopEd Guide to Building Teacher-Student Relationships and Increasing Student Engagement

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Jason D. Rawls and John Robinson

In our schools, hip-hop culture is the dominant culture among the students. In Youth Culture Power: A #HipHopEd Guide to Building Teacher-Student Relationships and Increasing Student Engagement, Jason D. Rawls and John Robinson, educators and hip-hop artists with experience in the urban classrooms, focus their efforts through Hip-Hop Based Education (HHBE). They argue that hip-hop culture could be useful in building relationships and building student engagement.

The approach to achieve this is Youth Culture Pedagogy (YCP). YCP is based in a foundation of reality pedagogy (Emdin, 2014), culturally responsive pedagogy (Ladson-Billings, 1995), and HHBE (Hill, 2009; Petchauer, 2009). In this volume, the authors lay the groundwork for YCP and how they envision its use within the classroom.

In Youth Culture Power, the authors put forth their C.A.R.E. Model of youth pedagogy to help teachers create a positive learning environment by building relationships and lessons around students’ own culture. Instead of forcing students to give up the things they frequent, Rawls and Robinson feel teachers should discuss them and when possible, use them in lessons. The purpose of this book is to present a fresh take on why educators should not discount the culture of youth within the classroom.

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Unsettling Education

Searching for Ethical Footing in a Time of Reform

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Edited by Brian Charest and Kate Sjostrom

Unsettling Education: Searching for Ethical Footing in a Time of Reform offers a counter-narrative to the prevailing orthodoxies of schooling and school reform that conflate education and learning with that which can be measured on state-mandated examinations. Despite the push to "settle" the purposes of teaching and schooling in ways that see education as the teaching of a discrete set of skills that align with standardized exams, there are teachers and students who continue to resist standardization and whose stories suggest there are many ways to organize schools, design curriculum, and understand the purposes of education. Unsettling Education shares stories of how teachers have resisted state and local mandates to teach to the test in dehumanizing ways, how such teachers have sought to de-commodify educational spaces, how they have enacted their ethical commitments to students and communities, and how they have theorized such practices, sometimes even reconsidering their roles as teachers and the very purposes of schooling. Volume contributors offer concrete ways in which teachers might challenge the structures of schooling to reveal the full humanity and potential of students through different forms of resistance pedagogy, institutional critiques, and critical self-reflection. Featuring a wide range of voices and contexts, the collections’ chapters blend story and theory, resulting in a volume both accessible and thought-provoking to varied audiences—from undergraduate students of education and concerned citizens to veteran educators, teacher educators, administrators, and policymakers.

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How Stories Teach Us

Composition, Life Writing, and Blended Scholarship

Edited by Amy E. Robillard and D. Shane Combs

In How Stories Teach Us: Composition, Life Writing, and Blended Scholarship, Amy E. Robillard and D. Shane Combs leave behind the debate between the personal and the academic in composition studies in order to witness what happens when composition scholars allow both the personal and the academic to act upon them in the stories they tell. The editors and contributors, in blending their scholarship, celebrate the influence of life writing on their work and allow the contexts of their lives and the urgency of their stories to blend together for a range of approaches to scholarship and essay writing. This blended scholarship features scholars and teachers dealing with loss, grief, illness, trauma, depression, abuse, gender identity, and the ravages of time. How Stories Teach Us is both a challenge and an invitation to composition scholars to pursue a fuller and more robust approach to their scholarship and life stories. It is also an invitation to teachers of composition to open up the potentials of blended scholarship to the students they teach.

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A Revolutionary Subject

Pedagogy of Women of Color and Indigeneity

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Lilia D. Monzó

A Revolutionary Subject: Pedagogy of Women of Color and Indigeneity is a call to radical educators, grassroots organizers, and others on the left to recognize the enormous historical legacy of and potential for revolutionary praxis that exists among Women of Color and Indigeneity. This book revitalizes Marx’s dialectics to challenge class-reductionism, highlighting a class struggle that is also necessarily anti-racist, anti-sexist, and against all forms of oppression.

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Gender Issues in Latin America and Spain

Multidisciplinary Perspectives

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Edited by Victoria Pérez-de-Guzmán, Encarna Bas-Peña and Margarita Machado-Casas

The Universal Declaration of Human Rights marked a fundamental milestone for the defense of equality between men and women. However, to this day, its development and implementation in everyday practices within diverse social, labor and educational environments remains to be seen. As education is the basis for the prevention of gender discrimination and violence, it is crucial that professionals in their respective fields are familiar with inclusiveness strategies in order to be able to integrate a gender perspective in their teaching.

In this bilingual volume, which includes contributions in both English and Spanish, researchers from Europe and the Americas come together to analyze and reflect on gender issues from a multidisciplinary perspective: from improving gender education in schools and universities, to tackling the gender pay gap and gender-based violence, and understanding the role of gender in both contemporary migratory processes and criminality. Learning from theory and practice is fundamental for paving the way to greater equality all around the world, as it is not enough being aware of the importance of gender equality and our right to it; rather, it is our actions that make it possible to enact change in situations in which inequality continues to manifest itself.

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Edited by Mary Poplin and Claudia Bermudez

Highly Effective Teachers of Vulnerable Students contains the quintessential details of highly effective teachers working with students who live in poverty inside our public schools and community colleges. This book features the words and actions of the teachers that can inspire and direct any current or future teacher who wants to be great and be a part of inspiring young people to fulfill their potential. This is the grist we need to spark a reinvigorated critical national conversation about what it takes to really have highly effective teachers in low-income public schools and whether we have the moral courage to work as hard as they do to make educational equity a reality in our nation.