Peter Cumper and Alison Mawhinney
Race, Class, Geography, and the Perpetual Reform of Local Control, 1935–2015
David Gamson and Emily Hodge
The Shifting Landscape of the American School District offers a new perspective on the American school district. The educational system of the United States has long been characterized by its tradition of local control, and the district has symbolized community involvement in education. Scholars have written insightful studies on individual city systems and school districts, but rarely has the district—as an organizational form itself—been the subject of scrutiny, and Americans have continued to take the district for granted as the primary unit of local schooling. In recent years reformers have also built many of their innovations upon the belief that it is the traditional, bureaucratic, hierarchical district that requires overhaul. The Shifting Landscape of the American School District seeks to challenge that perception. The editors argue that the pervasive view of district history—the notion that the school district is a holdover from the progressive reforms of the early twentieth century—has shrouded a fascinating story of the ways in which districts have evolved, innovated, and reacted in response to state and federal mandates, national reform movements, demographic shifts, desegregation, structural/organizational changes, and a shifting political climate. The chapters in this volume offer compelling evidence of the many ways that districts have expanded, contracted, integrated, consolidated, reorganized, and been torn apart over the past century. By covering a wide range of time periods, the authors are able to draw fascinating parallels between the past and present.
Silvia Melo-Pfeifer and Christian Helmchen
This book offers a variety of theoretical and empirical foundations regarding the development of plurilingual literacy practices in primary school contexts around Europe. It presents a range of concepts related to multilingual education and multilingual teacher education, such as pluriliteracy, identity, the pluralistic approaches (namely intercomprehension and «éveil aux langues») and translanguaging in pedagogy. From an empirical perspective, the authors present and discuss suggestions regarding the integration of multilingual activities in the classroom and in teaching education programs.
The Future of Work, Skills, Leadership, Education, and Careers in a Digital World
Everything we do is impacted by technology—how we communicate with others, connect at work, learn at school, and live our lives. We are accustomed to and dependent on technology. But how do we rethink our approach to the new technologic world of work, leadership, lifelong learning, skill development, and careers? The accelerated pace of technology and competition is causing workplace environments to become more technical, diverse, and in need of disruptive leaders. This new landscape requires innovative styles of leadership and new techniques of managing organizations. Digital Disruption: The Future of Work, Skills, Leadership, Education, and Careers in a Digital World covers the key forces impacting the future of work, industries, leadership styles, skills, and education with a focus on how to remain relevant in an ever-increasingly complex digital world.
Drawing on over twenty years of research, Dr. Tracey Wilen’s twelfth book will intrigue readers with up-to-date information on the latest trends in a disruptive world, along with practical advice, innovative best practices, case examples, and pragmatic tips and pointers. Digital Disruption offers educators, executives, and students a fresh approach on how to navigate the future to ensure success. Digital Disruption is suitable for myriad courses, programs, and students, including business, education, sociology, human resources, gender studies, technology, leadership, management, and career management.
Six Action Research Exercises That Challenge the Ends We Imagine for Education
Unprepared for What We Learned: Six Action Research Exercises that Challenge the Ends We Imagine for Education explores how twentieth century models of education are not delivering on their promises, or helping to deliver the promise of the next generation. We hear that our students are not prepared, and that our teachers must not be prepared to teach those students. Managing preparation has become an obsession for policy-makers who claim that national competitiveness is at stake. After more than one hundred years everything is well managed, yet no one is prepared.
This preparatory mindset presumes that learners must be prepared before they can participate in society, and that this preparation must be managed intentionally using models, an implementation plan, and a system for assessing and evaluating the impact of those models. It’s biggest failing is that those with the greatest stake, our young and adult learners, no longer recognize it as an effective model. Empowered by digital technologies, learners today are no longer willing to wait to be prepared. We seek experiences for which we are unprepared for what we’ll learn.
Unprepared for What We Learned: Six Action Research Exercises that Challenge the Ends We Imagine for Education shares six exercises drawn from students, teachers, and school communities wrestling with problems of practice for which they were unprepared. Readers will question standards, outcomes, and global competencies; negotiate personalized learning; and ultimately co-create innovative school communities that disrupt the preparatory mindset. Together, these young and adult learners participating in the authentic work of their school communities will challenge the ends we imagine for education.
Critical Literacy and Language Learning in the Classroom, 1964–1996
Robert W. Blake and Brett Elizabeth Blake
A Road Less Traveled: Critical Literacy and Language Learning in the Classroom, 1964–1996 takes us through what Robert W. Blake calls the "jaunty journey" of the English/English Language Arts classroom from its linguistic and literature foundations, to emphases on close reading techniques and structures to composing and responding to literature. A Road Less Traveled heads bumpily into the path of learning how to work with "non-native speakers" and other "basic" students toward a (re)-burst of a renewed interest in poetry and drama, reader response, a process approach to writing, and the diverse student, showing through the often winding and blurry road along the journey of our literacy travels over 30 years, that what we understood best about reading and writing has stood the test of time.
Rethinking Resistance for Social Justice
Joseph E. Flynn, Jr.
White Fatigue: Rethinking Resistance for Social Justice explores how, despite the pleas and research of critical scholars, what passes for multicultural education in schools is often promotion of human relations and tolerance rather than a sustained critical examination of how race and racism shape social, political, economic, and educational opportunities for various groups, both historically and currently. Simultaneously, our nation’s social mores have changed over time and millions of White Americans find racism morally reprehensible. This book illustrates that despite that shift, it is not uncommon to experience White Americans—in classrooms and other spaces—struggling to understand how racism functions. This struggle is often talked about as White resistance, White guilt, and White fragility. White fatigue is an idea that helps explain and differentiate this struggle for better understanding among White folks who feel racism is wrong but do not yet have an understanding of how racism functions. White Fatigue: Rethinking Resistance for Social Justice ultimately argues that if we are to advance our national conversation on race, educators must be willing to define reactions to conversations about race with more nuances, lest we alienate potential allies, accomplices, and leaders in the fight against racial injustice.
A Handbook for Social Reconstruction and Teaching
Those Who Can: A Handbook for Social Reconstruction and Teaching traces the development of a critical pedagogy within one educator’s personal history, and examines the implications of critical pedagogy from this educator’s perspective. The study draws from her years of practice and reflection, and reads as a handbook for other educators to use in the implementation of critical pedagogy.
The first of four sections in Those Who Can: A Handbook for Social Reconstruction and Teaching proposes that all teachers share a set of responsibilities, and carries out an assessment of the educator’s work using these responsibilities as a benchmark. The second section considers teaching and learning from the perspective of a critical pedagogy. The third section offers possibilities for a critical pedagogy that others may use, including a school design and lesson plans. The fourth and final section includes a timeline of significant events in the history of public schools, as well as a glossary of terms and bibliography. Challenging the current trend of simplified and teacher-proof classrooms, Those Who Can: A Handbook for Social Reconstruction and Teaching concludes that social reconstruction and critical pedagogy both offer ways to meaningfully question the work of teaching and ways to find answers.
A Practical Guide for Education Philosophy Courses
Teacher Education and the Pursuit of Wisdom takes its readers into the deep waters of investigating teaching not simply as a profession but as a precious "way of life." The author begins by investigating the nature of teaching as both an "active" and a "contemplative" endeavor and inquires into the resonance between the nature of teaching on the one hand and what has been said classically about genuine philosophizing on the other hand.
Having laid the groundwork for students to be able to recognize this intimate connection, readers are next challenged to take up the notion of teaching as a "way of life" in the pursuit of wisdom experimentally and to record their observations in a personalized journal format. Thorough explanations are provided concerning the value of journaling for self-knowledge, and exemplar texts by master journal writers are discussed.
This book is designed for use as a primary textbook in philosophy of education courses. Instructors will find it helpful as a means to organize engaging classes at both the undergraduate and graduate levels for genuine philosophic practices and inquiry. It contains a well-defined program of work that is modelled upon the latest research concerning "authentic task design." Its rich experimental approach is replete with a broad array of learning tasks, assessment tools, and practices that are aligned with the competencies-based approach taken in most professional certification and BEd Programs.
Science Education and Pedagogy in South Africa is a contemporary contribution that entices science teachers to ‘re-examine’ or ‘rethink’ the pedagogical strategies they use in their teaching. It offers fresh and exciting teaching approaches that explore new ways to tackle the worrisome problems of how to plan, implement, and present excellent and quality learning opportunities. From this perspective the book is also a driver to enhance, promote, and accelerate learner performance in science education, given the many challenges that plague the subject. Science Education and Pedagogy in South Africa paves the way for researchers, postgraduate science education scholars, as well as pre-service and in-service science teachers to become empowered in their professional growth and development in search of appropriate pedagogies for a multicultural classroom.