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How New Philanthropy Advocates for the Corporate Reform of Education
Practicing Equality and Social Justice in Youth and Community Work
Annette Coburn and Sinéad Gormally
Communities for Social Change: Practicing Equality and Social Justice in Youth and Community Work examines core ideas of social justice and equality that underpin community and youth work. It informs understanding of a range of community concepts and practices that are used to identify practical skills and characteristics that can help to promote equality by challenging injustice. Working with people in different types of community can bring the kind of social change that makes a real and lasting difference. Although justice is a contested notion, Annette Coburn and Sinéad Gormally assert that it is closely interlinked with human rights and equality. A critical examination of contemporary literature draws on educational, sociological, and psychological perspectives, to set community practices within a context for learning that is conversational, critical and informal. Social justice is about identifying and seeking to address structural disadvantage, discrimination, and inequality. The authors assert that by refocusing on process, participation and collective rights, it is possible to create and sustain social justice. Transformative research paradigms help to produce findings that inspire and underpin political social action, and an analysis of practice based examples supports the promotion of increased critical consciousness. This makes Communities for Social Change a ‘must read’ for anyone studying or teaching community youth work or who is working in communities or with individuals who experience oppression or inequality. If you are committed to teaching and learning about theory and practice that promotes social change for equality and social justice, you will not be disappointed!
VET between Civic, Industrial and Market Tensions
Vocational education and training has played an important role in the struggles between Work and Capital along history and today; there are examples of such tensions worldwide. The first section of this book provides illustrations of different countries from the 18th to the early 20th century. The authors explain and exemplify the education of the workforce and its political engagement, contributing to the formation of the working class. The chapters provide relevant approaches to how young apprentices and adult workers developed a class consciousness through vocational education. The second section illustrates practices of resistance and transformation within policies and practices of vocational education nowadays in Central and Southern Europe and South America, addressing the needs of people with disabilities and dispossessed populations. The final section analyses how theories and policies intertwine resulting in the idiosyncrasy of vocational education practices across the world, through tensions between logics and institutional actors. The book addresses the political dimensions of Vocational Education and problematizes its mere consideration as an instrumental tool in skill formation.
Since patterns of immigration began taking hold, one of the primary goals of any immigrant to, or citizen of, North America has been to be accepted and to adapt to a new culture and learn to live a productive and healthy life. There are many different means by which people endeavor to accomplish this. One of these is through education, a platform that has been, and should continue to be, a principal path to achieving this goal. The field of education has also become one of the primary forums for provoking and questioning societal norms and is a powerful means towards achieving the vision of a multicultural society capable of living, working, and playing in harmony.
Anti-Islamophobic Curriculums presents a specific curriculum to help teachers and young learners gain more awareness of cultures much different from theirs. Anti-Islamophobic Curriculums also endeavours to decrease sociophobic reaction toward cultures that are unfamiliar and to acquaint learners with a curriculum beyond what has traditionally been their predominant English/French/Indigenous experience. While the conclusions this book draws are applicable to any culture, the curriculum presented here emphasizes the Islamic culture and, through the educational process, aims to mitigate the sociophobic reaction its members often encounter.
Brigitte Louichon, Marie France Bishop and Christophe Ronveaux
Cet ouvrage s’intéresse aux fables à l’école car le genre est présent au sein des écoles publiques européennes depuis le XIXème siècle. Des chercheurs européens en didactique de la littérature, regroupés au sein du réseau HELiCE, analysent quels enjeux didactiques sont impliqués dans l’enseignement des fables.
Outils transformateurs, outils transformés dans des séquences d’enseignement en production écrite
Un nouveau dispositif – un outil de travail – transforme les pratiques des enseignants qui, à leur tour, interprètent le nouvel outil et le réinventent. Comment cela se passe-t-il précisément dans les classes ? En quoi ces transformations sont-elles source de développement professionnel ?
Cet ouvrage rend compte des résultats d’une recherche en didactique du français, menée avec des enseignants du secondaire I de Suisse romande (élèves de 13–14 ans). Quatre enseignants ont expérimenté un dispositif original qui leur était présenté touchant à l’enseignement de l’écriture d’un résumé informatif. Avant cela, ils ont réalisé une séquence d’enseignement sur un objet similaire selon leur façon habituelle de le traiter.
Les observations faites dans les classes montrent comment les enseignants ont organisé les séquences d’enseignement, quels sont les outils qu’ils ont retenus, la manière dont ils les ont utilisés et les changements qu’ils ont choisi d’y apporter.
Démarche, constats et conclusions intéresseront aussi bien les chercheurs, les formateurs que les responsables scolaires concernés par l’introduction de nouveaux dispositifs d’enseignement dans les classes.
Concepts, Research Results and Archives
Bernd Käpplinger, Steffi Robak, Marion Fleige, Aiga von Hippel and Wiltrud Gieseke
This book is a unique approach in relating mutually international and comparative research from scholars on program planning for adults. Program planning is about needs, finding topics, making offers and bundling different contents. It makes organizations of adult education visible and contributes to their existence and is therefore a core activity of the professionals in adult education. The volume originates from an international conference hosted by Leibniz-University Hannover, which was organized by a plural expert group with key actors at Humboldt-University Berlin and the German Institute for Adult Education. The authors demonstrate the unique research method program analysis and present archives which offer an established infrastructure for heterogeneous research questions.
(Inter)cultural Uses of the Word in Schools
Fernanda de Castro Modl
This book synthesizes the results of fieldwork conducted using the method of participant observation in German and Brazilian classrooms at the same level of education (the German «vierte Klasse» of the «Grundschule» and the Brazilian 5th grade of elementary school). The author analyzes the phenomenon of distancing as related to linguistic and discursive behavior which is manifest through the use of the word in classroom interactions. This intercultural research contributes to a reevaluation of the understanding of classroom culture and to the perception of what cultural aspects inform institutional behavior within schools. The discursive analyses of transcribed classroom scenes and of narrative vignettes reveal aspects of the school within both culture and school culture.
Black Women and Narratives of Resilience, Revised Edition
Sweetwater: Black Women and Narratives of Resilience is a multi-generational story of growing up black and female in the rural south. At times heartbreaking, at times humorous, Sweetwater captures the artistry, strength, language and creativity shared by first-hand
accounts of black women in small-town North Carolina during the twentieth century. The book uncovers the versatility and universality of black women’s experiences and their exceptional capacity to love in the face of adversity, and hope in the midst of calamity. Sweetwater is about the black female experience as it relates to friendship, family, spirituality, poverty, education, addiction, mental illness, romantic relationships, and everyday survival. The merging themes show the resilience and resistance that black women exhibit while negotiating the intersecting oppressions of racism, classism, and sexism.
Written from field notes and memory, the author reveals the complexities of black women’s lived experiences by exposing the communicative and interpersonal choices black women make through storytelling. Narrative inquiry and black feminism are offered as creative educational tools for discussing how and why black women’s singular and interior lives are culturally and globally significant.
This revised edition preserves the original narratives but features new content including re-views, re-visions and re-considerations for re-writing autoethnography.
Reflections on the Racial Realities of Black School Leaders Through the Obama Era and Beyond
What does it mean to lead while Black in America? How do Black educators lead for equity to ensure a quality academic experience for Black children when calls for equality are routinely discredited in our post-racial context? Through this book, Floyd Cobb passionately and honestly draws from his personal and professional experiences to describe his path to accepting the harsh realities of being an equity-minded Black leader in K–12 schools. Offered through the performance of autoethnography, Cobb highlights and gives voice to the often-unacknowledged vulnerability of equity-minded Black leaders who work in suburban contexts. Using the era of the Obama presidency as the backdrop for this work, Cobb illuminates the challenges and complexities of advocating for marginalized children who come from a shared racial heritage in a society that far too often are reluctant to accept such efforts. Through Leading While Black, emerging and aspiring Black leaders will be reminded that they are not alone in their struggles, but must nonetheless persist if we are to do our part in making education a better experience for our children.