Browse by title
How New Philanthropy Advocates for the Corporate Reform of Education
Edited by Anthony J. Nocella II, Sean Parson, Amber E. George and Stephanie Eccles
As the inevitable, unsustainable nature of contemporary society becomes increasingly more obvious, it is important for scholars and activists to engage with the question, "what is to be done?" This anthology provides an analysis and overview of an under-discussed but important part of the radical environmental movement, the Earth Liberation Front, which actively tried to stop ecocide. Through an engagement with the activism and thought behind the ELF, contributors to the volume encourage the reader to begin questioning the nature of contemporary capitalism, the state, and militarism. The book also explores the social movement and tactical impact of the ELF, as well as the government response to its activism, in order to strengthen our analytic understanding of effectiveness, resistance, and community resilience. By combining classical and contemporary readings of the ELF movement, this anthology is sure to inspire more resistance and anarchy for decades to come. Social justice advocates, anarchists, environmental justice practitioners, and animal liberationists are just a few segments of the population who will benefit from reading this text.
Race, Politics and Indigenous Education
Unsettling the Gap: Race, Politics and Indigenous Education examines pressing issues of inequality in education. The notion of gap—and the need to close it—is used widely in public and policy debates to name the nature and scope of disadvantage. In the competitive world of education, gaps have become associated with students who are seen to be "falling behind," "failing" or "dropping out." A global deficit discourse is, therefore, mobilised and normalised. But this discourse has a history and is deeply political. Unsettling the Gap examines this history and how it is politically activated through an analysis of the "Australian Closing the Gap in Indigenous Disadvantage" policy. In this policy discourse the notion of gap serves as a complex and multiple signifier, attached to individuals, communities and to national history.
In unravelling these diverse modalities of gap, the text illuminates the types of ruling binaries that tend to direct dynamics of power and knowledge in a settler colonial context. This reveals not only the features of the crisis of "Indigenous educational disadvantage" that the policy seeks to address, but the undercurrents of a different type of crisis, namely the authority of the settler colonial state. By unsettling the normalised functions of gap discourse the book urges critical reflections on the problem of settler colonial authority and how it constrains the possibilities of Indigenous educational justice.
Lesbian and Gay Educators in Georgia’s Public Middle Schools
Heather A. Cooper
The stories in The Teacher’s Closet: Lesbian and Gay Educators in Georgia’s Public Middle Schools reveal the intricate and multifaceted process of identity management that lesbian and gay Georgia middle school teachers regularly engage in, with the intention of carefully negotiating the conservative, heterosexist, and at times homophobic culture of education. Disclosure for a homosexual teacher is not a one-time event. As the stories reveal, managing one's sexual identity is an ongoing process. A feeling of uneasiness surrounding acceptance from others is also a regular occurrence in the homosexual community. To understand why lesbian and gay teachers feel the need to conceal and protect their homosexual identities, it is necessary to understand the social and political climate that forces them to surrender their real identity. In our heterosexist society where homosexuals are often portrayed as different, even sinful, it is not surprising that many homosexual teachers refrain from disclosing their sexual identity to their students, especially in the conservative state of Georgia. The Teacher’s Closet is relevant to courses that include diversity in teacher education and teach inclusion and equality in education.
Teaching, Learning, and Indigenous Environmental Movements
Written during a time characterized by catalyzing Indigenous environmental movements such as Idle No More, political upheaval, and the final years of Canada’s Truth and Reconciliation Commission, Protest as Pedagogy: Teaching, Learning, and Indigenous Environmental Movements was motivated by Gregory Lowan-Trudeau’s personal experiences as an activist, educator, and researcher. Insights from interviews with activists and educators in a variety of school, community, and post-secondary contexts are presented in relation to teaching and learning during, and in response to, Indigenous environmental movements. Looking toward future possibilities, the rise of renewable energy development by Indigenous communities across Canada is also considered. Throughout Protest as Pedagogy, these inquiries are guided by a theoretical framework built on concepts such as decolonization, Herbert Marcuse’s repressive tolerance, Elliot Eisner’s three curricula, and broader fields of study such as social movement learning, critical media literacy, Indigenous media studies, and environmental communication.
Enquête au fil des degrés scolaires en Suisse romande
Bernard Schneuwly and Christophe Ronveaux
Mesure-t-on assez ce qu’il y a d’étrange au projet d’émancipation d’enseigner la littérature à tous ? Ce livre documente cette singularité en décrivant ce qui s’enseigne effectivement dans les classes au primaire, au cycle d’orientation et au gymnase. Il vise à comprendre comment se transforme l’objet d’enseignement, la littérature, pour une génération d’élèves. Notre dispositif de recherche quasi expérimental a fait passer auprès de trente enseignant·e·s deux mêmes textes contrastés. L’un, classique, Le loup et l’agneau de La Fontaine, est bien connu des enseignant·e·s et bardé d’apprêts pédagogiques et didactiques. L’autre, inconnu, tiré de la littérature romande, La négresse et le chef des avalanches de Lovay, ne fait l’objet d’aucun accompagnement préalable. Les enseignant·e·s s’y prennent-ils différemment pour enseigner un texte classique et un texte contemporain ? Quelles variations constate-t-on d’un degré à l’autre ? Qu’est-ce qui se construit graduellement pour des élèves de 11 à 17 ans ?
Au départ des soixante séquences d’enseignement qui ont été rassemblées, le livre envisage tour à tour trois focales : un grand angle pour les séquences d’enseignement, un angle moyen pour les instruments de l’enseignant·e et un angle micro-analytique pour les activités langagières. Deux processus sont mis en évidence : les élèves transforment leur rapport au texte à travers une « disciplination » croissante suivant leur scolarité ; dans leurs pratiques, les enseignant·e·s disposent d’une large panoplie d’instruments et des dispositifs issus par « sédimentation » d’une histoire parfois lointaine, plus récente ou contemporaine.
Black Biblical Culture and Contemporary Popular Music
Theodore W. Burgh
Black music is a powerful art form. Artists’ creations often go where words cannot. The music is special—sacred. However, it’s still frequently shoehorned into the ambiguous categories of secular and sacred. Is God Funky or What?: Black Biblical Culture and Contemporary Popular Music complicates the traditional categories of sacred and secular by exposing religious rhetoric and contexts of contemporary popular black music and by revealing the religious-based biblical references and spirituality that form the true cultural context from which these genres emerge. The personal beliefs of black music artists often include, if not revolve around, the heavens. How come we are bombarded by the "thank Gods" in televised award shows, liner notes, or interviews for songs by musicians that some millennials might call "ratchet?" Is God Funky or What? shares anecdotes probing connections between specific forms of popular black music and religion. The qualifications of sacred and secular typically depend on context, lyrics, location, and audience (age, race, religion). Through a woven narrative of lyrics, godly acknowledgments, recorded and original interviews, biographies, and recordings from various genres of black music, this book explores how artists have intertwined views of God, perspectives regarding a higher power, spirituality, and religion in creating their music. Their creations make up an organic corpus called the Artistic Black Canon (ABC). Using the ABC, this book shares and explores its remarkable interpretations and ideas about life, music, spirituality, and religion. Is God Funky or What? also shares how we can better make use of this music in the classroom, as well as better understand how essential it is to the lives of many.
Peter J. Guarnaccia
Immigration, Diversity and Student Journeys to Higher Education presents an in-depth understanding of how immigrant students at a major public research university balanced keeping their family cultures alive and learning U.S. culture to get to college. A revitalized anthropological understanding of acculturation provides the theoretical framework for the book. The text builds its analysis using extensive quotes from the 160 immigrant students who participated in the 21 focus groups that form the core of this study. The students’ families come from Africa, Asia, the Caribbean, Europe and Latin America, and reflect a wide diversity of experiences and insights into how these students successfully pursued higher education. A key theme of the book is the "immigrant bargain," where students repay their parents’ hard work and migration sacrifices by excelling in school. A large majority of the parents made clear that a major motivation for immigrating was so their children could have better educational opportunities; these parents had the original dreams for their children. Immigration, Diversity and Student Journeys to Higher Education examines the similarities and differences across this diverse group of students, ending with a series of recommendations about how to improve acculturation research and how to facilitate immigrant students’ journeys to educational success.
Edited by Teresa Heinz Housel
First-Generation College Student Experiences of Intersecting Marginalities examines the intersecting relationships between a student’s identity as a first-generation college student (FGCS) and other identities such as race, class, LGBTQ+, and spiritual identity. This book breaks new ground by examining highly diverse populations of FGCS, rather than predominantly White undergraduates at four-year public universities. First-Generation College Student Experiences of Intersecting Marginalities explores the intersections of identities that may be marginalized in different ways across a student’s educational journey in research-grounded chapters that discuss real academic experiences of faculty, administrators, graduate students, and undergraduates.
Public Education and Urban Redevelopment in Camden, NJ
Keith E. Benson
Education Reform and Gentrification in the Age of #CamdenRising: Public Education and Urban Redevelopment in Camden, NJ examines the perceptions and interpretations of Camden—a New Jersey community whose population is predominately minority, historically impoverished, and rapidly employing neoliberal strategies in public education and urban redevelopment. Using the framework of standpoint theory as a lens to alternatively view change and "progress" in Camden (dubbed by city officials as #CamdenRising), this book highlights the views of Camden residents who hold little sociopolitical capital yet are profoundly impacted by the city’s efforts in employing neoliberal approaches within urban development and public education.
This book will center current and future resident viewpoints on living in a city whose leadership employs neoliberal tactics in redevelopment and in rebranding public education. Participants in this work reported feelings of political alienation pertaining to participation in redevelopment and public education decision-making. Further, participants also believe such recent efforts for change in Camden are intended to benefit a targeted, potentially gentrifying, population and not the majority low-income minorities who currently reside there.