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White Evolution

The Constant Struggle for Racial Consciousness

Christopher S. Collins and Alexander Jun

Two fundamental and underlying principles drive White Evolution. The first is that evolution means constant movement in the fight against the virus of White supremacy. If the virus is evolving rapidly, then our critical consciousness needs to evolve faster in order to outpace the supremacy. The second is that this evolution is not an individual act—it must be done in community. The genetic makeup of human beings points to the necessity of interdependence. Growth and development do not lead to a solitary life so much as to being a dependable person rooted in community. The origin of White supremacy, on the other hand, is in reproducing uniformity and eradicating diversity. In an ecological framework, uniformity and monoculture is harmful to an ecosystem that needs diversity of thought, creativity, culture, perspective, history, and economy to survive. The White supremacy intended to "preserve the race" has created an enduring system of violence against people of color and is simultaneously hurting the endurability of humanity in exchange for the immediate gains of supremacy.

The book, White Evolution, recounts the historical movement toward supremacy and casts the possibility of a White evolution toward racial justice through collective critical consciousness. The constant struggle for racial consciousness has no arrival point. White consciousness will never be woke because there is no past tense and no plateau. When privilege and supremacy are akin to a constantly evolving and insidious virus (Whitefluenza), and the antidote is to outpace White evolution for supremacy with a White evolution for racial justice. This is not an individual task, but rather a systemic redesign and reconstruction of social systems and requiring the cultivation of a collective critical consciousness. White Evolution covers a great deal of historical detail and contemporary examples to explain and explore new possibilities for recognizing the importance of interdependence of humanity.

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Two-Way Immersion in Biel/Bienne, Switzerland: Multilingual Education in the Public Primary School Filière Bilingue (FiBi)

A Longitudinal Study of Oral Proficiency Development of K-4 Learners in Their Languages of Schooling (French and (Swiss) German)

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Melanie Buser

The two-way immersion program Filière Bilingue (FiBi) is a choice-based educational alternative in a public school in Biel/Bienne. It integrates French-speaking, German-speaking and allophone students and strives to promote bilingualism and biliteracy in addition to grade-level academic achievement. This book presents a longitudinal study of oral proficiency development of K-4 learners in French and German (languages of schooling). Data were collected over four years and analyzed by using a mixed-method approach. Whereas the quantitative analysis shows the emergent multilinguals’ ability to use the two languages communicatively, the qualitative analysis provides some illustrative translanguaging examples of learners in their beginning stages of moving along a bilingual continuum.

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Edited by Manuel Jiménez Raya and Terry Lamb

Insights into Language Education Policies is of particular interest to academic researchers, policymakers, and teaching professionals interested in language education. It aims to provide the reader with critical insights into language education policies in diverse countries around the world. The chapters examine from different perspectives (for instance, migration and minority languages, indigenous languages, and content and language integrated learning [CLIL] instruction) the measures adopted in these settings to foster (modern) language learning, underlining their strengths and weaknesses and suggesting future avenues and courses of action to enhance plurilingual education in these particular contexts and beyond.

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Edited by Kia Lilly Caldwell and Emily Susanna Chávez

Engaging the African Diaspora in K-12 Education provides in-service and pre-service teachers with valuable information and resources related to African diaspora communities in the United States, Europe, and Latin America. This unique anthology fills an important gap in current pedagogical and curricular publications by combining the writings of leading scholars of the African diaspora with practical, hands-on tips and resources from middle and high school teachers and administrators. Drawing on cutting-edge academic scholarship, chapters of the book address topics such as the transatlantic slave trade, slavery in Latin America, the Haitian Revolution, the U.S. Civil Rights Movement, Pan-Africanism, Black German Studies, and literature and art by Black women in the diaspora. In addition, Engaging the African Diaspora in K-12 Education includes chapters on anti-racist education, use of the performing arts to teach African American history, and critical reflections by several middle and high school teachers on practices they have adopted to increase their students’ exposure to the African diaspora in the classroom.

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HipHopEd: The Compilation on Hip-Hop Education

Volume 2: Hip-Hop as Praxis & Social Justice

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Edited by Edmund Adjapong and Ian Levy

This second volume in the Hip-Hop Education series highlights knowledge of self as the fifth and often forgotten element of hip-hop. In many cases, a connection to hip-hop culture is one that has been well embedded in the identity of hip-hop educators. Historically, academic spaces have had misperceptions and misunderstand the authentic culture of hip-hop, often forcing hip-hop educators to abandon their authentic hip-hop selves to align themselves to the traditions of academia. This edited series highlights the realities of hip-hop educators who grapple with cultivating and displaying themselves authentically in practice and offers examples of how hip-hop can be utilized in educational spaces to promote social justice. It provides narratives of graduate students, practitioners, junior and senior scholars who all identify as part of hip-hop. The chapters in this text explore the intersections of the authors’ lived experiences, hip-hop, theory, praxis and social justice.

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Dennis Carlson

Edited by Shirley R. Steinberg

The late Dennis Carlson uses the alternative nature of the Burlington, Vermont-bred band, Phish, and the larger impact of rock n’ roll to look at youth and revolutionary music culture. A History of Progressive Music and Youth Culture is designed for those who work with or teach young people to understand the nature and origin of musical commitment and devotion. For academics, the book traces a cultural study of rock which is unlike any other discussion of music or musicology published.

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Minding the Obligation Gap in Community Colleges and Beyond

Theory and Practice in Achieving Educational Equity

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Jeremiah J. Sims, Jennifer Taylor-Mendoza, Lasana O. Hotep, Jeramy Wallace and Tabitha Conaway

It is difficult to find justice-centered books geared specifically for community college practitioners interested in achieving campus wide educational equity. It is even more difficult to find a book in this vein written, exclusively, by community college practitioners. Minding the Obligation Gap in Community Colleges and Beyond is just that: a concerted effort by a cross-representational group of community college practitioners working to catalyze conversations and eventually practices that attend to the most pressing equity gaps in and on our campuses. By illuminating the constitutive parts of the ever-increasing obligation gap, this book offers both theory and practice in reforming community colleges so that they function as disruptive technologies. It is our position that equity-centered community colleges hold the potential to call out, impede, and even disrupt institutionalized polices, pedagogies, and practices that negatively impact poor, ethno-racially minoritized students of color. If you and your college is interested in striving for educational equity campus-wide please join us in this ongoing conversation on how to work for equity for all of the students that we serve.

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Berlin-Brandenburger Beiträge zur Bildungsforschung 2020

Herausforderungen, Befunde und Perspektiven interdisziplinärer Bildungsforschung

Edited by Jurik Stiller, Christin Laschke, Thea Nesyba and Ulrich Salaschek

Die Reihe „Berlin-Brandenburger Beiträge zur Bildungsforschung" bietet ein Forum zur Veröffentlichung von Studien aus der empirischen Bildungsforschung. Der Fokus liegt auf Arbeiten mit besonderem Bezug zum Raum Berlin und Brandenburg. Dabei finden qualitative und quantitative Zugänge gleichermaßen Berücksichtigung.

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Bildungsherausforderungen in der globalen Migrationsgesellschaft

Kritische Beiträge zur erziehungswissenschaftlichen Migrationsforschung

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Edited by Wassilios Baros, Solveig Jobst, Ricarda Gugg and Thomas Theurer

Erziehungswissenschaftliche Migrationsforschung wird hier verstanden als ein wissenschaftliches Arbeiten, das sich in einer transdisziplinären Perspektive mit sowohl lebensweltlich als auch gesellschaftlich relevanten Problemlagen im Kontext von Migration und Bildung befasst. In den Beiträgen werden unterschiedliche Problemstellungen erziehungswissenschaftlicher Migrationsforschung aufgegriffen und kritisch diskutiert. Hervorgegangen ist die Textsammlung aus intensiven Auseinandersetzungen im Rahmen der Vortragsreihe Erziehungswissenschaftliche Migrationsforschung, welche mit dem Anspruch verbunden ist, neue (kritisch-reflexive) Akzente sowohl für die migrationsgesellschaftliche Öffnung von Bildungseinrichtungen als auch für erziehungswissenschaftliche Migrationsforschung zu setzen.

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Tensiones de la Democratización Educativa

Conflicto, convivencia y autoridad en la escuela media argentina (1983–2015)

Daniel Pedro Míguez and Andrea Paola Gallo

El libro tiene por objetivo central exponer los resultados de una investigación de más de 10 años sobre las reformas educativas que procuraron democratizar la escuela secundaria argentina entre 1983 y 2015. Particularmente, se centra en aquellas políticas que intentaron modificar el orden normativo de la escuela, las formas de autoridad docente y el gobierno escolar con el objetivo de hacer de la propia experiencia educativa una instancia de formación ciudadana de los y las estudiantes. El texto presenta algunos antecedentes históricos de estas reformas, expone las condiciones en que fueron implementadas, analiza la secuencia de normativas mediante las que buscaron instrumentarse y los efectos que alcanzaron en la vida cotidiana de las escuelas de distintos sectores sociales.