Uncovering Black Heroes: Lesser-Known Stories of Liberty and Civil Rights is a series of stories regarding real people who are not so well known in the mainstream of American freedom and civil rights discussions. These people have made a difference by the events of their lives and by the deliberate contributions they made. In some chapters depictions of fugitive slaves create awareness of the perils of freedom runs and of the desperate, dangerous, and terrifying life of being a hunted person. In other chapters the degree of local level blockage individuals needed to confront is exposed. Still other chapters point out major efforts by diligent, but for the most part unknown, local people that result in court case settlements and state laws to advance civil rights, in particular suffrage. One chapter takes a close look at leaders in women’s clubs and how those leaders defined women’s roles in the Black freedom and civil rights movements. Themes stand out as they all build upon each other and are seen from one chapter to the next. In the end, a subtle evolution of ideas can be realized that forms the notion that the great and recognized Black leaders in history have their important place but that freedom and civil rights advancements are made on the backs of the local unknowns who need to be recognized for what they have contributed. This uncovering of unknown players involved in crucial events of their times in the quest for social, political, civil, and personal equality and freedom provides a unique perspective somewhat counter to mainstream thinking.
A Guide to Creating Student-Staffed Writing Centers, Grades 6–12, Revised Edition is a how-to and, ultimately, a why-to book for middle school and high school educators as well as for English/language arts teacher candidates and their methods instructors. This revised and updated International Writing Centers Association 2006 Book of the Year shows writing centers as places where writers work with each other in an effort to develop ideas, discover a thesis, overcome procrastination, create an outline, or revise a draft. Ultimately, writing centers help students become more effective writers. Visit any college or university in the United States and chances are there is a writing center available to students, staff, and community members. Writing centers support students and busy teachers while emphasizing and supporting writing across the curriculum.
Policy, Practice and Pedagogy
Órla Ní Bhroin
Recent years have seen a rapid policy transformation from segregation to inclusion in the education of children with special educational needs in Ireland. This book investigates how resource teachers and class teachers interpret the policy and principles of inclusion and enact these in their practice. Based on a study of nine resource teachers and nine class teachers, each paired in a particular school, it includes material from both interviews and observations of practice, providing a detailed qualitative account of the actions and interactions of teaching/learning experiences. The findings provide valuable insights into how inclusion is understood, interpreted and experienced in the classroom. They will be of interest to all those who are active in the field of education for inclusion, particularly teachers and policymakers.
A case study of French adult students learning English the Silent Way
The successful acquisition of a second or foreign language requires focus, motivation, and positive feedback. This case study of French adult students of English illustrates that Gattegno’s Silent Way is more than a teaching methodology. It is a science of education that integrates the self and awareness in the learning and teaching processes. This integration facilitates the personal evolution of Gattegno’s ‘pre-human’ to the ‘universal human’ who is permanently aware of his/her awareness. The resulting experience of ‘flow’ leads to a positive feedback loop that in turn contributes to the student’s enjoyment of acquiring a second language.
A Framework for Learner and Teacher Development
Manuel Jiménez Raya, Terry Lamb and Flávia Vieira
This book proposes a comprehensible, context-sensitive and flexible framework for the development of pedagogy for autonomy in language education. The «framework» metaphor highlights the effort to identify structuring elements in the authors’ stance towards pedagogy for autonomy, which fall into three domains -the context, the learner, and the teacher. In each domain, the authors raise ethical, conceptual and practical issues that are crucial to their perspective and offer a basis for reflection on learner and teacher development towards learner and teacher autonomy. The book proposes a common definition for learner and teacher autonomy within a vision of education as transformation and empowerment. Pedagogy for autonomy is operationalized through a set of ten general principles.
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.
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.
Un genre patrimonial européen ?
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.