This book pays tribute to an intellectual giant. The twenty-one succinct chapters comprising the volume, and the variety of scholars who have authored them, are indicative of his intellectual, geographical and intergenerational reach. These chapters reflect the towering influence of Roger Dale’s work in fields such as the Sociology of Education, Globalization and Education Policy Studies, and Comparative and International Education. While engaging critically with Roger’s intellectual ideas – and without exception the authors demonstrate the significance of these to their own theoretical and research endeavors - they also include personal reflections on his role as mentor, role model, networker, and friend. Together the chapters are testimony to the richness, quality and diversity of Roger Dale’s work and the extent to which it has inspired several generations of scholars from very different world locations. In a final chapter, Roger Dale himself responds from his usual humble position to all contributors and reviews the key aspects of an exceptional and ongoing intellectual journey.
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Experiences in School and Post-graduation
Juan A. Ríos Vega
This book represents an ethnographic study of the experiences and counternarratives of twelve Latinx young adults. All of the participants in this study are first generation immigrants to the United States, representing different cultural and socioeconomic backgrounds and immigration statuses. Drawing from Latino Critical Theory (LatCrit) and Queers of Color Epistemologies as a theoretical framework, this book analyzes the personal experiences of Latinx during and after finishing high school. This book uses a classroom project (dialogue journals) to reconnect with twelve former English language learners (ELLs) from the Southeast after ten years. Through the use of dialogue journals as an English as a second language (ESL) strategy to support writing, the participants in this book document personal and communal experiences as Latinx immigrants in the United States. This book will represent an excellent asset for teachers, school administrators, counselors, staff, preservice teachers, practicing educators, graduate students, scholars, and policymakers.
Approaches from the Commission on Social Justice in Teacher Education
Edited by Briana Asmus and Charles H. Gonzalez
The chapters in this collection explore the implementation of social justice pedagogies with preservice teachers by members of the Commission on Social Justice in Teacher Education; a group of teacher educators from across the country whose primary goal is to prepare teachers to use socially just models to reach all groups of students and to create a more equitable educational system. In this collection, each member/author presents a critical model of social justice teaching by considering the ways in which gender, race, class, and other intersections function in the classroom. Individually, authors enact critical models by interrogating inequitable systems of oppression in their own professional and pedagogical environments. Collectively, the chapters ask what thoughtful, participatory social justice pedagogy looks like in multidimensional pedagogical spaces. At all levels, this collection explores the rewards and challenges of social justice pedagogy within and outside of preservice teacher preparation programs influenced by a constantly shifting political landscape. Ultimately, this collection seeks to discover how ideas of social justice are conceptualized and understood by English educators and K-12 teachers.
As a possible approach to this question, the chapters in this collection support ELATE-SJ’s paradigm for advocacy. This paradigm includes three areas of enaction: research, scholarship, and action. Within these areas, members of the commission (authors) seek to better understand how preservice ELA teachers see themselves and others, to develop flexible teaching models grounded in social justice pedagogy (SJP), and to delineate opportunities for transformation, growth, and change in and through our profession.
A Civic Imagination Action Handbook
Gabriel Peters-Lazaro and Sangita Shresthova
The real world is full of challenges and the sheer weight of problems facing us can stifle the genius of our collective human creativity at exactly the time when we desperately need imaginative and innovative solutions. Responding to this, Practicing Futures: A Civic Imagination Action Handbook harnesses shared values and taps the boundless potential of human imagination to break free of assumptions that might otherwise trap us in repetitive cycles of alienation. Utopias and dystopias have long been used to pose questions, provoke discussions, and inspire next steps, and are helpful because they encourage long view perspectives. Building on the work of the Civic Imagination Project at the University of Southern California, the Handbook is a practical guide for community leaders, educators, creative professionals and change-makers who want to sharpen their visions for the future and understandings of the how the past affects them. This book shares examples and models from our work in diverse communities. It also provides a step-by-step guide to our workshops with the objective of making our approach accessible to all interested practitioners. The tools are adaptable to a variety of local contexts and can serve multiple purposes from community and network building to idea generation and media campaign design by harnessing the expansive capacity for imagination within all of us.
Matthias Becker, Georg Spöttl and Gert Loose
Key topics in L2 grammar instruction With a Preface by Anthony J. Liddicoat (Professor of Applied Linguistics, University of Warwick)
Every language universe is both close to and far removed from our own. In a way, learning a foreign language is like not getting off at our usual stop and staying on the bus until we arrive at the terminal. The unfamiliar neighborhoods we discover are both similar to and different from what we know. Learners tackle an L2 using a variety of experiences acquired in their L1, and this new language system works as part of a network of previously existing grammar models and social categories.
The purpose of this book is not to revisit the pros and cons of teaching grammar. Learning an L2 appears as the gradual ability to realize which language features to select and prioritize to express a particular idea. Speaking in any L2 requires specific tools, and describing reality through new linguistic means involves a mental restructuring to which learners—particularly adults and older adolescents—are sometimes resistant. Indeed, not all information produced in an L2 and disclosed to the learners will necessarily be applied to language acquisition. If, by some miracle, this were the case, there would be no need for any reflection on the teaching and learning of grammar.