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Edited by Natalia Collings

This book compiles cases of teaching and learning that were written by practitioners from a variety of backgrounds in education—elementary school, middle school, high school, and adult instruction—in public, charter, and private institutions, face-to-face and online. Cases of Teaching and Learning Across and Beyond K-12 Settings is intended primarily for use in education courses that have students from different specializations, but it also can be an important resource for instructors and students in any education courses who want to develop a broad focus on learning (for example, thinking about middle school students as former elementary and future high school, college, and adult learners). A historical and developmental approach to learning is a founding principle of this book: all cases are written as stories of never-ending multi-faceted development, making them distinct from video cases that are gaining popularity. These cases capture memorable experiences related to teaching and learning that problematized existing practices and thus presented ample opportunities for critical thinking and creative performances.

Each case in Cases of Teaching and Learning Across and Beyond K-12 Settings is paired with analysis written by its author that relied on the theories and research summarized in the first part of the book. The selection of the theories was based on their presence in current research literature, mainly serving as foundations for empirical research, and relevance to various standards for teacher education and leadership. The analyses embedded these theories and allowed for their in-depth understanding and exploration. They can serve as springboards for various written and oral assignments, collaborative and individual.

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Local Matters

How neighbourhoods and services affect the social inclusion and exclusion of young people in European cities

Edited by Simon Güntner, Louis Henri Seukwa, Anne Marie Gehrke and Jill Robinson

Where young people grow up makes a decisive difference to their life chances. Drawing on case studies from ten European cities, this book looks at how the local environment and the services available for young people affect their socialization. What comes to the fore are the local matters. On the one hand, there are experiences of discrimination and marginalization due to distance and isolation, decay and neglect but also related to piecemeal and top-down approaches to youth and social services. On the other, we find signs of positive transformation and drivers of social innovation: community building projects, the revitalization of abandoned places, appreciative approaches to servicing and a whole array of tactics that young people deploy to overcome their daily struggles.

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Teaching Double Negatives

Disadvantage and Dissent at Community College

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Robert Cowan

Teaching Double Negatives: Disadvantage and Dissent at Community College asks whether exploring narratives that subvert dominant Western paradigms of progress in classrooms enables students to re-narrate and represent their lives. In seven years of teaching literature and philosophy at Brooklyn’s only community college, Robert Cowan worked with many kinds of disadvantaged students—those on welfare or homeless, single moms and the formerly incarcerated, traumatized war veterans, and immigrants from over 140 countries. These students had many reasons for wanting to dissent from the social norms that sought to define and marginalize them. One might imagine that disadvantaged students would identify with texts that are subversive, challenge dominant race/class/gender paradigms, and try to interrogate the globalized systems in which we live. But do they? Do the philosophies of Debord and Heidegger, the novels of Christa Wolf and Jean Genet, contemporary slave narratives and Dead Kennedys lyrics, poetry by Aimé Césiare and Taliban fighters, actually speak to them? Can you teach dissent to the disadvantaged and produce a positive result?

Teaching Double Negatives explores the responses of students to texts from a variety of traditions and time-periods within the context of overarching theoretical debates about counter-enlightenment, globalization, multiculturalism, identification, recognition, and critical pedagogy. Teaching Double Negatives is an insightful collection that problematizes the assumptions of instructors and powerfully engages the intersectionality of students, appealing to readers across the educational spectrum.

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Collective Skill Formation in Liberal Market Economies?

The Politics of Training Reforms in Australia, Ireland and the United Kingdom

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Janis Vossiek

The book captures the development and variety of vocational training institutions in Australia, Ireland and the United Kingdom since World War II from a comparative perspective. While all three countries have undertaken several attempts to reform training from classical craft apprenticeships towards modern dual apprenticeships, their reform processes have yielded divergent results: In the United Kingdom training became largely organized around a publicly financed "training market" with little influence for employers and unions in training politics. Conversely, the social partners were included in reform processes and the provision of training in Ireland and Australia, which enabled the development of dual apprenticeships. These differences, which have been largely neglected in political science and education studies alike, are explained by the interaction between partisan governments and organized interests. Only non-right governments managed to bring together employers and unions in training reforms, which was the main political prerequisite for the development of dual apprenticeships.

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Critical Race and Education for Black Males

When Pretty Boys Become Men

Vernon C. Lindsay

Critical Race and Education for Black Males: When Pretty Boys Become Men is not another boring academic book full of complex theories and jargon that only people who have earned a doctoral degree can understand. It is a series of narratives based on the author’s experiences as a Black male from the third grade through earning his PhD in Policy Studies in Urban Education. Each chapter illustrates how race, racism, and gender influenced Dr. Vernon C. Lindsay’s upbringing in Chicago, Illinois, and the south suburbs. In vivid detail, he provides insight to his life as a preacher’s kid, the struggle in searching for an authentic vision of himself, and how school suspensions, detentions, and other infractions impacted the process to realize his full potential.

Critical Race and Education for Black Males: When Pretty Boys Become Men is written in a format conducive to students and teachers. It strategically uses language that makes the material relatable to Black males and practical for educators who desire to create positive relationships with their students. Critical Race and Education for Black Males is designed for courses that reflect the following themes: critical race theory in education; African Americans and education; introduction to urban education; social theory in educational foundations; critical pedagogy; gender, difference, and curriculum; and teaching and learning in the multicultural, multilingual classroom.

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Vygotsky and Creativity

A Cultural-historical Approach to Play, Meaning Making, and the Arts, Second Edition

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Edited by M. Cathrene Connery, Vera P. John-Steiner and Ana Marjanovic-Shane

The second edition of Vygotsky and Creativity: A Cultural-historical Approach to Play, Meaning Making, and the Arts presents an enriched Vygotskian perspective on children's and adults' symbolic engagement with imagination, artistic expression, and multi-modal forms of expression. Artists, psychologists, and educators present their research and practice in different learning environments and analyze their findings with a reliance on cultural historical activity theory. The connections between creative expression, learning, teaching, and development are situated in a theoretical framework that emphasizes the social origins of individual development and the arts. The authors share a view of learning as an imaginative process rooted in our common need to communicate and transform individual experience through the cultural lifelines of the arts. Vygotsky and Creativity, Second Edition includes the additional work of internationally known Vygotskian scholars whose contributions enhance theoretical, expressive, and pedagogical views on creativity, play, and the social construction of meaning making.

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The Economic Gulag

Patriarchy, Capitalism, and Inequality

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Robert Bahlieda

The Economic Gulag: Patriarchy, Capitalism, and Inequality is a trenchant critical analysis of the devastating ravages of capitalist patriarchy in our modern society and its pervasive and increasingly destabilizing negative influence on our views and values regarding power, gender, wealth, and inequality. It extends the investigation begun in The Democratic Gulag (2015) that argued that we live in a social and ideological gulag dominated by the meta-ideology of patriarchy that has defined and circumscribed every aspect of the social experience of humanity for millennia to the detriment of all. The Economic Gulag explores how patriarchy is infused within capitalist theory and practice. It offers a socially democratic critique and alternatives to reform its dominance. Through the lens of critical theory and the use of current empirical and statistical research, The Economic Gulag deconstructs the modern neoliberal capitalist wealth myth and its underlying theory of homo economicus. This book exposes a system rife with deception, inequality, human exploitation, and misery that is touted as the unchallenged champion of democratic individualism and success. The Economic Gulag makes a powerful case for the pressing need to dismantle the democratic and economic gulags in which we live and replace them with a new ideal social democracy based on true economic equality and fairness in a post-patriarchal and post-capitalist world. It concludes with fifteen radical, powerful, and transformative recommendations for change that will provide the "shock therapy" required to usher in a new socially democratic order liberated from patriarchy and all its vestiges.

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Edited by Satu Uusiautti and Kaarina Määttä

This book introduces research and solutions tested in schools with students with intellectual disabilities, socio-emotional difficulties, and extreme illnesses. It also provides extremely talented students’ opinions on best teaching practices. In addition to students, the authors aim to bring out voices of their parents, teachers, and other people supporting them. The book serves people working with questions of special education: practitioners, researchers, and teachers and students in the field of special education worldwide. The authors present successful study processes which are secured by caring interaction, flexible, and student-centered teaching and multi-professional collaboration. The elements of caring education are the guiding principles of new special education.

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The Coup D’état of the New Orleans Public Schools

Money, Power, and the Illegal Takeover of a Public School System

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Raynard Sanders

The Coup D’état of the New Orleans Public Schools explores and criticizes the contemporary educational reforms of the New Orleans public school system. The New Orleans education reforms implemented after Hurricane Katrina, using the corporate model approach, have been an academic failure with charter operators making millions of dollars while reestablishing a segregated school system based on race and class—all in the name of school reform. Despite the claims of unprecedented academic success the educational reforms have been a dismal failure academically and operationally, and have resurrected equity and access issues. Equally as disturbing the reforms firmly have re-established a tiered public school system that segregates students by race and class. The Coup D’état of the New Orleans Public Schools puts the corporate education reform movement in its proper context, which is to create a new twenty-first century model for turning around urban public school districts in the United States. This book reveals what really happened pre- and post-Hurricane Katrina that contributed to the state takeover of public schools in New Orleans. This story is told through the eyes of parents, students, activists, political leaders, and Orleans Parish School Board members and employees who have been largely ignored. It also includes an analysis of the author’s personal experience of almost forty years in New Orleans public schools as a teacher, principal, and college professor. 

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Inklusion. Exklusion. Künste. Textsammlung zu Ungleichheiten und Normativitäten an Kunsthochschulen

Penser l’inclusion et l’exclusion dans les arts. Recueil sur la normativité et les inégalités dans l’enseignement artistique supérieur

Sophie Vögele, Philippe Saner and Carmen Mörsch