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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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Revolutionary STEM Education

Critical-Reality Pedagogy and Social Justice in STEM for Black Males

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Jeremiah J. Sims

Revolutionary STEM Education: Critical-Reality Pedagogy and Social Justice in STEM for Black Males by Jeremiah J. Sims, an educator, researcher, and administrator from Richmond, California, is calling for a revolutionary, paradigm shift in the STEM education of and for Black boys. STEM education has been reliant on axioms and purported facts that for far too long have been delivered in a banking or absorption model that is, arguably, anti-critical. Unsurprisingly, this pedagogical approach to STEM education has failed large segments of students; and, this is especially true of African American males. Revolutionary STEM Education highlights, chronicles, and investigates the potential inroads and vistas of a Saturday Science, Technology, Engineering and Math (STEM) program, Male Aptitudes Nurtured for Unlimited Potential (MAN UP), which was designed to foster interest and competence in STEM by middle school Black boys. This program was impelled by a critical-reality based pedagogical approach, which was formulated to arrive at socio-academic synergy, that is, a thoughtful conjoining of students’ real life concerns, joys, ways of being, and socio-cultural identities and the curricular material covered in the courses offered at MAN UP.

Sims’ lived-experiences as an inner-city, low-income Black male are interspersed throughout Revolutionary STEM Education; however, the heartbeat of this book is, undoubtedly, the stories of the positive transformation that the MAN UP scholars experienced while becoming more competent in STEM, developing positive STEM identities, and learning to use their STEM knowledge for social justice.

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Palmira Pečiuliauskienė and Valdemaras Aleksa

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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

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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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Feedback in Fachgesprächen

Der Einfluss von Feedback in Fachgesprächen auf die Lernwirksamkeit im Metalltechnikunterricht

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Kerstin Seitz

Dieses Buch erforscht Fachgespräche als Möglichkeit der strukturierten und lernförderlichen Lehrer-Schüler-Kommunikation. Die Autorin entwickelt ein Feedback-Instrument, das sich an der Theorie von Hattie und Timperley orientiert. In Verbindung mit einer dreigliedrigen Unterrichtsreihe bringt sie dieses zum Einsatz und untersucht den unmittelbaren Anwendungskontext. Darüber hinaus liefert sie erste Befunde, die aufzeigen, dass sich ein reglementiert-prozedurales Feedback lernförderlich auswirken kann, da es die Haltungen und Handlungen der Studierenden in Problemsituationen verändert. Weiterhin zeigen sich positive Effekte hinsichtlich der Förderung von Lernen, Verstehen, Motivation und Selbstwirksamkeit. Die Untersuchung bietet eine Grundlage für die unterrichtsnahe Erforschung metakognitiver Lernunterstützungsansätze.

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Educational Accountability Reform in Norway

Education Policy as Imitation

Lasse Skogvold Isaksen

Educational accountability systems have during the last decades levitated as the leading global political instrument to turn around education systems. International organizations are promoting the accountability system as key tool for enhancing the quality in all levels of the enterprise of education. The study analyses how national education policy in the age of globalization is a result of an adjustment and transformation of international education policy and trends. The author enquires how the national level in Norway comprehended the international educational accountability policy and transformed the policy to fit the Norwegian context. One of the main findings is that the international educational accountability policy was transformed in Norway in a manner that discarded the core rationale behind the policy – the policy became an imitation.

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Radical Imagine-Nation

Public Pedagogy & Praxis

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Edited by Peter McLaren and Suzanne SooHoo

This collection of essays, poems, and reflections by scholars, public intellectuals, artists, and community activists (as well as those whose work intersects with all of these categories) constitutes a landmark achievement in critical pedagogy and social justice education. Edited by two leaders whose work spans both academic and grassroots communities, Radical Imagine-Nation was conceived during a time of political turmoil both nationally and internationally, a time when freedom and democracy seemed out of reach for millions around the world.