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Animals, Disability, and the End of Capitalism

Voices from the Eco-ability Movement

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Edited by Anthony J. Nocella II, Amber E. George and John Lupinacci

Animals, Disability, and the End of Capitalism: Voices from the Eco-ability Movement is an edited collection of essays from the leaders in the field of eco-ability. Animals, Disability, and the End of Capitalism is rooted in critical pedagogy, inclusive education, and environmental education, and the efforts of diverse disability activists working to weave together the complex diversity and vastly overlooked interconnections among nature, ability, and animals. Eco-ability challenges social constructions, binaries, domination, and normalcy. Animals, Disability, and the End of Capitalism challenges the concept of disability, animal, and nature in relation to human and man. Eco-ability stresses the interdependent relationship among everything and how the effect of one action such as the extinction of a species in Africa can affect the ecosystem in Northern California. Animals, Disability, and the End of Capitalism is timely and offers important critical insight from within the growing movement and the current academic climate for such scholarship. Animals, Disability, and the End of Capitalism shares insights and examples of radical experiences, pedagogical projects, and perspectives shaped by Critical Animal Studies, Critical Environmental Studies, and Critical Disability Studies. Contributing authors include Sarah R. Adams, Marissa Anderson, Judy K.C. Bentley, Mary Fantaske, Ava HaberkornHalm, Hannah Monroe, Nicole Pallotta, Daniel Salomon, and Meneka Thirukkumaran.

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Schulpolitik im Wandel

Historische Wurzeln und schulstrukturelle Wege in den ostdeutschen Bundesländern und Berlin nach der Wiedervereinigung

Rita Nikolai

Nach der Wiedervereinigung entschieden sich die ostdeutschen Bundesländer und das wiedervereinigte Berlin für unterschiedliche Schulstrukturmodelle. Mit dem Buch wird erstmals eine vergleichende systematische Analyse der schulstrukturellen Entscheidungsprozesse vorgelegt. In Kombination von akteur- und ideenzentrierten Perspektiven analysiert das Buch, welche Mechanismen die jeweiligen schulstrukturellen Entscheidungen erklären können. Die Analysen beruhen auf Auswertungen von amtlichen und nichtamtlichen Dokumenten, Presseberichterstattungen und Experteninterviews mit damaligen schulpolitischen Akteuren. Nicht überall kam es zu einer Übernahme des westdeutschen Schulstrukturmodells, vielmehr entschieden sich einzelne Bundesländer auch für eigenständige Wege in der Schulstruktur.

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Teaching Teachers With Theater!

Performance Training & Tactics for Classroom Teachers

Jim Senti

Teaching Teachers With Theater!: Performance Training & Tactics for Classroom Teachers explores day-to-day classroom performance challenges K–12 teachers face and how the practice of certain theater techniques used to train actors can improve a teacher’s student engagement and connection. Jim Senti’s work exposes K–12 classroom teachers to the activities and training that will help them become a more comfortable, connective, exciting, and engaging teacher in the classroom. Teaching Teachers With Theater! defines typical challenges teachers face in the classroom. The activities in each chapter vary from how the reader can improve their body language, voice, and physicality to illustrating how developing acute observation can help train a teacher’s empathy and compassion. This book also explains how improvisation games help train a teacher’s ability to deal with surprises in the classroom and even offers some tips on how to tell a great story. Teaching Teachers With Theater! translates the vocabulary used in theater to a vocabulary a teacher often uses and gives teachers simple step-by-step activities, which could be extremely useful in faculty development. In the end, these practices will help teachers become stronger communicators by learning to be far more comfortable with performing in order to genuinely connect with their students. If a teacher is comfortable in their ability to communicate, they will have a stronger connection with their students. They will without question become far more entertaining to their students. This engagement will solve the majority of classroom management issues.

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Classroom Teaching

An Introduction | Second Edition

Edited by Joe L. Kincheloe and Shirley R. Steinberg

Classroom Teaching is an introductory text that challenges the antiquated ways that teaching and curriculum have been presented. By adding chapters to Joe L. Kincheloe’s original volume, this second edition gives a fresh, politicized viewpoint of power and politics in an era of corporatized education. The authors set the scene to introduce cutting-edge notions of teaching, knowledge-making, and ways of seeing the world. The essays included in this second edition of Classroom Teaching present a critical pedagogical approach to a socially-just praxis of schooling and being in schools. This edition also includes essential essays on diversity, sexuality, and media which are contemporaneous with today’s concerns in society. Pre-service teachers, interns, and teacher educators in North America will find Classroom Teaching engaging and unique as they commit to an informed vision of educating our children and youth.

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George J. Sefa Dei, Isaac Nortey Darko, Jadie McDonnell, Suleyman M. Demi and Harriet Akanmori

African Proverbs as Epistemologies of Decolonization calls for a rethinking of education by engaging African proverbs as valuable and salient epistemologies for contemporary times. The book addresses the pedagogic, instructional, and communicative relevance of African proverbs for decolonizing schooling and education in pluralistic contexts by questioning the instructional, pedagogic, and communications lessons of these proverbs and how they can be employed in the education of contemporary youth. It presents a critical discursive analysis of proverbs from selected African contexts, highlighting the underlying knowledge base that informs these cultural expressions. Explore alongside the book the ways in which these Indigenous teachings can be engaged by schools and educators to further the objective of decolonizing education by providing a framework for character education. This character-based framework equips the learner to be knowledgeable about power, equity, ethics and morality, and to develop a conscience for social responsibility, as well as to embrace traditional notions of self-discipline, probity, and hard work. This text goes beyond the mere documentation of proverbs to tease out how embedded knowledge and cultural referents in these knowledge bases and systems are critical for transforming education for young learners today.

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Desegregation of the New York City Schools

A Story of the Silk Stocking Sisters

Theresa J. Canada

Desegregation of the New York City Schools: A Story of the Silk Stocking Sisters explores the use of young black and brown children to eliminate segregation in an urban public school to meet the challenges of equal education opportunity in the North during the mid-twentieth century. Author Theresa J. Canada, herself part of the experiment, tells the story of the desegregation of PS 6—an elite New York City public school—through the narratives of seven of the girls who desegregated the school. While all of the names within each narrative have been changed, the book follows the author as well as the stories of her elementary school classmates.

Desegregation of the New York City Schools provides a chapter explaining the history of PS 6 and this time period. There are chapters that describe the contrast between Northern and Southern school desegregation and the psychological and emotional impact these events have had throughout the lives of the girls in the narratives. The book concludes by discussing the sociopolitical issue of economic inequality and education. In a society where women still earn less than men, obtaining an education and earning a living is important for women and women of color in particular. Finally, this book addresses the dilemma of the re-segregation of public schools. Desegregation of the New York City Schools is suitable for courses in education policy, education law, and women’s and gender studies.

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Studying Abroad

What We Didn't See Coming

Edited by Beth D. Tolley

Studying Abroad: What We Didn’t See Coming is a collection of testimonials that documents the unexpected outcomes of study-abroad cultural experiences. It highlights the value of such experiences and the throng of interwoven dynamics, and showcases the educational learning opportunities for those who participate and how their teacher preparation is enhanced. Its most valuable aspect, however, is the illumination of those dynamics that caught all participants unaware—unaware of cultural similarities and differences, the power of relationships, the intricacies of language, the universal characteristics of children, and mostly, unaware of themselves. Studying Abroad: What We Didn’t See Coming offers insight to those considering international travel, those involved in cultural exchange and study, those who want to learn and be reminded of life lessons gleaned through the documentaries of others, and those who simply want a reminder of the goodness of people. This book would serve as an excellent resource for any study-abroad course or program, as well as courses on language education, teacher education, educational foundation, multicultural education, and human growth and development.

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Troubling Method

Narrative Research as Being

Petra Munro Hendry, Roland Mitchell and Paul Eaton

Troubling Method seeks to extract narrative inquiry from method. The shift to a post-humanist, post-qualitative moment is not just another stage in modernism that seeks to "improve" knowledge production, but is a shift to understanding research as an ontology, a way of being in the world, rather than a mode of production. Fundamental assumptions of research: method, data, analysis, and findings are deconstructed and reconfigured as a mode of relational intra-action.

Troubling Method is constructed as a dialogue between the three authors, focusing on their work as qualitative, narrative researchers. The authors revisit six previously published works in which they grapple with the contradictions and ironies of engaging in pragmatist, critical, and feminist qualitative research. After a lengthy introduction which problematizes "method," the book is divided into three sections, each with two chapters that are bracketed by an introduction to the issues discussed in the chapters and then a "dialogue interlude" in which the authors deliberate what makes possible the questions they are raising about method and narrative research. The three sections attend to the central premises of "narrative research as being": 1) relationships, 2) listening, and 3) unknowing.

Troubling Method is ideal for introductory or advanced courses in qualitative research, narrative inquiry, educational research, and those aimed at employing critical theories in qualitative and narrative inquiry.

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Racialized Consciousness

Mapping the Genealogy of Racial Identity and Manifestations in Socio-Political Discourses

Baudelaire Ulysse

Racialized Consciousness discusses how race, as an invention, has had profound consequences on the economic, political, and social conditions of humans across the world, particularly in the United States. Today, it continues to manifest in those conditions while shaping in no uncertain terms the way Americans view and interact with each other. Racialized Consciousness aims to supplement the extant body of literature by drawing the readers’ attention to the salient factors that compel them to embrace, more often than not, race as their primary purveyor of identity. Each chapter of Racialized Consciousness unfolds with a diachronic juxtaposition of racially motivated events, political developments, and historical and legal documents in symbiotically dialectical dialogues. Critical race theories both mediate and assess the extent to which their racialized consciousness has been liberated or deepened, either symbolically or materially. Critical race theories, as informed by the social sciences, legal studies, and social psychology, serve both as a bifocal lens to view and a dialectic interface to examine issues such as racism, xenophobia, anti-Semitism, white supremacy, white nationalism, black nationalism, Chicanos, discrimination, prejudice, slavery, mass incarceration, racial injustice, immigration, and Jim Crow; and concerns such as affirmative action, meritocracy, colorblindness, and micro-aggressions; and legacies of court cases such as Brown v. Board of Education, Plessy v. Ferguson, and Loving v. Virginia. The depth, acuity, multidimensionality, fairmindedness, breadth, lucidity, accessibility, theoretical perspectives, and resourcefulness of this book will expand and deepen discussions in sociology, political science, cultural studies, foundations, and social psychology courses. Students, professors, researchers, and librarians alike will want to read Racialized Consciousness and keep it handy, as they look back into one of most racially charged elections in 2016 and into the future where race, racial identities, and racial politics could potentially become more ubiquitous, complicated, and consequential.

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The Twenty-First Century University

Developing Faculty Engagement in Internationalization, Second Edition

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Lisa K. Childress

During the last few decades, many university presidents and provosts have expressed an intent to internationalize their institutions to equip students with the broad intellectual skills necessary to succeed in the global twenty-first century. However, these well-intentioned calls for internationalization have remained little more than rhetoric. Obstacles embedded in developing faculty engagement in internationalization are largely responsible for this inability to turn rhetoric into reality.

This groundbreaking second edition of The Twenty-First Century University identifies what successful institutions have done to overcome endogenous challenges and successfully engage faculty in the internationalization process.

The book provides updated case studies on two exemplary institutions, demonstrating how these institutions operationalized Childress’ "5 I’s of Faculty Engagement in Internationalization Model" (including intentionality, investments, infrastructure, institutional networks, and individual support) from 2007 through 2017. This book also presents a typology of strategies for faculty engagement in internationalization that higher education leaders can use to increase their faculty’s international teaching, research, and service on campus, regionally, and abroad. Finally, this second edition includes a model of faculty engagement in internationalization within academic departments that institutional leaders can use to ensure that explicit connections are made between internationalization and individual disciplines.