For teachers and teacher educators striving to address a growing number of state mandates relating to the education of English language learners (ELLs), Educating English Language Learners in an Inclusive Environment, Second Edition provides a reader-friendly survey of key topics, including: legal and professional imperatives, cultural concerns, linguistics, literacy instruction, assessment, policy, and politics. This overview will be useful to in-service teachers with little or no preparation for working with ELLs but who nevertheless face legislative demands to teach both academic content and English. It will also be useful to teacher educators trying to squeeze preparation for working with ELLs into already overflowing teacher preparation programs. Though many try, no one text can provide exhaustive information; there is simply too much to learn. This second edition instead provides readers with a road map to critical topics and to specific resources they can use independently to learn more, as they will surely need to do.
Youb Kim and Patricia H. Hinchey
Developments in information communication technologies (ICTs) have altered the fabric of youth culture in terms of a young person’s access to information and ability to communicate with a global audience. The conditions, opportunities, and limitations of using digital media are different for marginalized urban youth. In order to harness the educational value of digital media in the lives of disenfranchised youth, we must understand its potential as a means of empowerment. Central to this book is the development of a model for working with youth using ICTs called digital youth praxis (DYP), which offers praxis orientation of ICTs that are critical, creative, and grounded in social justice. This model includes three tenets: the DYP H3 model, used for understanding context and ICT creation practices; the DYP phases, which offers six phases for critical ICT making; and the DYP typology, which offers insight on three different levels of ICT engagement and what they include. The purpose of this model is to clarify concepts and propose interdisciplinary relationships among concepts, provide a context for interpreting the findings, explain observations and creative content, and to encourage theory development that is useful to practice. Providing insight based on community-based fieldwork with marginalized youth, the interdisciplinary nature of Digital Youth Praxis is an excellent guide for formal and informal educators interested or engaged in youth media productions.
A Convergence of Interests, 1947-78
Linda C. Morice
Coordinate Colleges for American Women: A Convergence of Interests, 1947–78 explores the history of the coordinate college—a separate school of higher learning for women connected to an older, all-male institution. This book places special emphasis on three (previously all-male) liberal arts colleges located in the Midwest and upstate New York. They established women’s coordinate colleges in the years following World War II, but ended them by 1980, becoming fully coeducational. The author draws on new primary sources to show that, in each case, a coordinate college was created to meet the converging interests of the founding institution—not to improve the education of women. The work is set in the context of four major social movements during the mid-to-late twentieth century involving civil rights, student rights, antiwar protest, and women’s liberation.
Hegemony and Deconstructing the Positive Behavioral Intervention Support Model
Thomas David Knestrict
Controlling Our Children: Hegemony and Deconstructing the Positive Behavioral Intervention Support Model represents the first steps in a protest movement. It is a microscopic look into a system that educators take for granted as a positive force for children. In a thorough and detailed fashion, Thomas David Knestrict deconstructs the troubling history, development, and eventual embrace of a ubiquitous system of control that our public schools and government now mandate for use. Knestrict uses a powerful social justice lens to reconstruct the framework of a more responsive and just system of supports that result in autonomy, not scripted control. Controlling Our Children is perfect for pre-service teachers learning how to manage a classroom that fosters autonomy and an internal locus of control. It is also a perfect book for a graduate-level course in discipline discourse or disability studies. This book is for anyone who is at all worried about imposed systems of control that hinder the development of free will, freedom of choice, and personal autonomy in an age of false news, political manipulation, and control.
What would schools and communities look like if the health and well-being of all our children were our highest priorities? More important than test scores, profits, or real estate values? What actions would we take if we wanted to guarantee that all our children were growing up with what they needed to be healthy, happy, and successful—and not just some of them?
The United States was once among the healthiest countries in the world. As of now, it is ranked no better than twenty-ninth. Those who bear the brunt of our worsening health are the poor, people of color, and, most of all, our children. All Children Are All Our Children situates our ongoing health crisis within the larger picture of inequality and the complex interplay of systems in the U.S. based on class, privilege, racism, sexism, and the ongoing tension between the ideals of democracy and the realities of corporate capitalism. Public education is caught in the middle of those tensions.
All Children Are All Our Children begins by defining what we mean by health, looking at the many factors that support or undermine it, and then identifies steps that can be taken locally in our schools and in our communities that can support the health and well-being of our young people and their families, even as we work towards necessary change at the state and national policy level.
Warren J. Blumenfeld
Using a three-tiered format, The What, The So What, and the Now What of Social Justice Education presents the What of social justice education by addressing primary and secondary terminology and definitions, and an overarching conceptual framework within this field of inquiry. The So What of social justice education highlights the reasons why this field of inquiry is important to study and promote, and why one should care to reduce social inequities and transform our world into a more socially just environment. And the Now What of social justice education provides some "best (theoretical) practices" that can be taped and developed by individuals, institutions, and larger societies to work toward short- and long-term solutions in the attainment of a more equitable and less oppressive environment. Each tier introduces influential researchers, theorists, and practitioners who have significantly advanced our understanding of issues connected to social justice education pedagogy and practice. As the scope of Social Justice Education is wide and diverse, so too is the potential audience for this book. Though it can function as a primary academic and training source for educators – K-12 through university graduate professors, administrators, school psychologists – and high school, and college graduate and undergraduate students (education, social justice education, multicultural education, educational psychology, civil rights history, law, journalism) it can also serve as a reference for academic researchers in several disciplines as well as journalists.
The Discipline and Its Dimensions
Nathaniel Norment, Jr.
African American Studies: The Discipline and Its Dimensions is a comprehensive resource book that recounts the development of the discipline of African American Studies and provides a basic reference source for sixteen areas of knowledge of the discipline: anthropology, art, dance, economics, education, film, history, literature, music, philosophy, psychology, religion, sociology, political science, science and technology, sports and religion. African American Studies defines bodies of knowledge, methodologies, philosophies, disciplinary concepts, contents, scope, topics scholars have concerned themselves, as well as the growth, development, and present status of the discipline. African American Studies validates that African American Studies is a unique and significant discipline—one that intersects almost every academic discipline and cultural construct—and confirms that the discipline has a noteworthy history and a challenging future. The various bodies of knowledge, the philosophical framework, methodological procedures, and theoretical underpinnings of the discipline have never been clearly delineated from an African-centered perspective.
Educators, Entertainers, and Entrepreneurs Engaging in Hip-Hop Discourse
Read, Write, Rhyme Institute: Educators, Entertainers, and Entrepreneurs Engaging in Hip-Hop Discourse describes how entertainers, entrepreneurs and educators, participating in Read Write Rhyme Institute (RWRI) examine today’s youth, hip-hop and social responsibility. Read, Write, Rhyme Institute provides a forum to engage in hip-hop Discourse (represented with a capital D) which includes a world view, ways of doing, being, and knowing (Gee, 1996) that is used in rap music, graffiti, spoken word poetry, and daily conversation. This book seeks to capitalize on the diversity within the hip-hop community by including successful individuals that grew up not only listening to hip-hop, but also living it, and therefore included participants who were entertainers, educators or were entrepreneurs.
Eine empirische Untersuchung gelungener betrieblicher Wechsel und Reintegrationen
Die Autorin erforscht in ihrem Buch betriebliche Wechsel und Reintegrationen in Erwerbsarbeit, die Erwerbspersonen in höherem Lebensalter gelungen sind. Die Studie zielt insbesondere darauf, die Qualität der neu aufgenommenen Stellen zu ermitteln und Vorgehensweisen der Erwerbspersonen bei der Stellensuche sowie ihre Handlungsmodi mit der Umbruchphase in höherem Lebensalter zu identifizieren. Zudem werden Einstellungskriterien von Unternehmen untersucht. Basierend auf qualitativen Interviews verdeutlichen die Ergebnisse eine große Heterogenität in den Vorgehensweisen und Handlungsmodi der Erwerbspersonen in der Umbruchphase in höherem Lebensalter. Für einige Handlungsebenen werden Möglichkeiten zur Unterstützung von Erwerbsbiografien in höherem Lebensalter aufgezeigt.
Ancestral Writing as a Pedagogy of Hope
In this narrative rooted in auto-ethnography, the author juxtaposes her personal story with that of international stories of resistance to oppression and calls on educators to include children’s personal stories as critical pedagogy to honor their funds of knowledge and foster their historical consciousness. With a focus on 18th-century freedom fighter Nanny of the Maroons, the text emphasizes the historical connections between Indigenous people worldwide who have harnessed their ancestral roots to disrupt cultural hegemony. The book emphasizes the imaginative and radical assertions of the enduring resistance of the formerly colonized, going back to the era of slavery through to the Civil Rights Movement and Black Lives Matter and calls for a radical shift in the global curriculum to include these stories.
Storytelling is acknowledged as an intergenerational teaching methodology rooted in Indigenous Epistemology which serves to honor our common humanity. The essential message of the text is conveyed through the socio-educational and cultural interventions that are asserted as transformational pedagogy that will serve to elevate students’ voices and promote their academic achievement. This book bears witness to the ways in which the history and sociocultural background of Indigenous people have been ignored and at times rendered invisible or inconsequential, and offers innovative strategies to correct history and write Indigenous people into the literature with creativity and sensitivity. From the Middle Passage to Black Lives Matter is a narrative of social justice which seeks to raise the reader’s historical consciousness and provide authentic strategies to decolonize the global curriculum.