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Barry Kanpol and Danielle Lake

Forthcoming.
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Edited by Jenice L. View and Andrea Guiden Pittman

This volume provides pre-service teachers, in- service teachers, social studies methods teachers, and college level social studies content faculty a variety of resources for teaching and learning about the New Deal Era. Written with teachers in mind, each chapter introduces content that both addresses and disrupts master narratives concerning the historical significance of the New Deal era, while offering a creative pedagogical approach to reconciling instructional challenges. The book offers teachers a variety of ways to engage middle and high school students in economic and political arguments about American capitalism and the role of the federal government in defining and sustaining capitalism, as sparked by President Franklin Roosevelt’s New Deal policies. Among the significant actors in the chapters are women, Indigenous/Native, African-descended, Latinx, Asian Pacific Island and LGBTQ+ people. The New Deal generation included farmers, sharecroppers, industrial workers, and homemakers who were more willing than ever to question the capitalists and politicians in official leadership, and also willing to demand an economy and government that served the working and middle classes, as well as the wealthy. Franklin Delano Roosevelt’s New Deal offered such a promise. For some, he was considered a class traitor who went too far. To others, he was considered a coward who did not go far enough. The legacies of the New Deal inform much of the public debate of the early 21st century and are, therefore, relevant for classroom examination.
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Edited by Crystal E. Garcia and Antonio Duran

From their founding, Greek letter organizations have maintained legacies of exclusion that have particularly targeted minoritized people including Black, Indigenous, People of Color as well as queer and transgender individuals. In response to larger societal oppression and, more specifically, historical discriminatory practices within historically white sororities and fraternities, culturally-based sororities and fraternities emerged to serve and lift up minoritized communities. Culturally-based sororities and fraternities (CBSFs) include Asian American, Black, Latinx/a/o, LGBTQ, Multicultural, and Historically Native American sororities and fraternities. Unfortunately, conversations on sorority and fraternity life (SFL) have prioritized historically white organizations, perpetuating the same legacies of oppression that led to the formation of culturally-based groups to begin with. This book is a form of resistance to these power dynamics and brings to light the histories, legacies, and strengths of CBSFs as well as ways to re-envision equitable support for these organizations. This book will be instrumental to SFL practitioners, (inter)national sorority and fraternity leadership, and for all SFL members in their efforts to increase their awareness of CBSFs. Additionally, campuses are increasingly embracing opportunities to understand minoritized students’ experiences on campus and to center equitable practice. This book could be used during professional development workshops for deans, faculty, and student affairs professionals to consider how well they are supporting minoritized students and, more specifically, those who are in culturally-based sororities and fraternities. This text can also serve as an important resource for college courses focused on college students, student affairs, and social justice in higher education.
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Working with and against Shared Curricula

Perspectives from College Writing Teachers and Administrators

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Edited by Samantha NeCamp and Connie Kendall Theado

Working with and against Shared Curricula: Perspectives from College Writing Teachers and Administrators explores the complexities surrounding the expanding use of shared curricula—syllabi and assignments intended to work universally, for all teachers and all students within a given writing program. Chapters in this collection offer the experiential accounts and research-based arguments needed to prepare teachers and administrators to respond to calls to scale up writing programs for delivery by contingent instructors, in online courses, or at distant sites. Speaking from a variety of perspectives and institutional locations, these authors grapple with questions increasingly common in writing programs: In what ways do shared curricula forward noble goals, such as reducing workload for teachers or ensuring an equitable educational experience for all?; In what ways do shared curricula undermine teacher efficacy and student learning?; When syllabi and assignments are exported from one location to another, what contexts are gained, lost, or changed in the process? In the end, what emerges from this collection is not a clear or simplified argument either for or against shared curricula and pre-designed courses. Instead, readers gain a nuanced picture of both the affordances and limitations of these instructional modelsfor writing programs, and their potential impacts for teachers and students. By exploring the lived experiences, material conditions, political economies, and ideological conflicts of shared curricula environments for multiple stakeholders, this collection serves as a thoughtful interrogation of scalability in writing instruction.

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The Art of Teaching with Humor

Crafting Laughter

Teri Evans-Palmer

"Why a book on humor for teachers?" After dodgy decades of teaching in high schools infamous for gang entanglements, students behaving badly and apathetic administrators, followed by time in a middle school art room dubbed the "snake pit," Teri Evans-Palmer cheerfully accepted an adjunct position at a nearby university and enrolled in a doctoral program. Her heart goes out to teachers of all ages who sit in her humor sessions sharing stories that would make your heart pound. Inevitably, a teacher would ask, "Where can I get your book?"

The pages of this book come from times with Dr. Evans-Palmer's students when something funny made learning happen. There were plenty of days when the author felt like running into the woods screaming, but the best days were filled with tinkling moments enrobed in rollicking laughter, days she would happily relive again. Humor has both saved and served her as a teaching resource, a way to live connected to students, and a soft place to land when the burden of teaching knocks her over with the weight of it.

The Art of Teaching with Humor is for teachers everywhere who share the need to laugh in order to thrive and survive. It is filled with amusing scenarios and specific humor tools any teacher can use to boost student creativity, attention, engagement, and performance. It is also a guide for teacher educators, administrators, and professional development staff to consider, as it explains how synthesizing joyful humor with instructional content and delivery safeguards teachers’ emotional wellbeing and classroom performance.

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Pierre Demers

For an Aboriginal, to learn a foreign or second dominant language such as English, French or Spanish, can constitute a threat to his or her identity.

The book presents a theoretical framework for different second and foreign language didactics paradigms used today in second or foreign language teaching and describes practical procedures and techniques that can be used with Aboriginal learners with respect to their own language, identity, cultural values and traditions.

The emphasis is put on the radical paradigm because it is this paradigm that best answers Aboriginal learners needs.

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Reconnaissance et éducation identitaire

Compétences identitaires et gouvernance scolaire

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Nicolas Cuneen

À partir d'une étude critique des théories contemporaines de la reconnaissance, cet ouvrage pose la question suivante : que peut faire l'école pour aider les élèves à devenir responsables du rapport qu’ils entretiennent avec eux-mêmes ?

La réponse vient en deux temps. Si l’élaboration du concept de compétences identitaires offre un abord inédit de la dimension pédagogique liée au développement d’un rapport positif durable à soi, le registre des compétences ne permet pas de décrire adéquatement la composante attentionnelle du travail identitaire. Ainsi, dans un deuxième mouvement, l’enquête se redirige vers l’étude des conditions institutionnelles à même de soutenir une forme d’attention collective propice au développement continu de tous.

La thèse défendue est qu’un « tournant identitaire » de l’éducation doit commencer par se soucier du bien-être des enseignants en réinvestissant dans leur statut professionnel, rétablissant tant leur autonomie attentionnelle que leur autorité légitime, afin de protéger leur propre désir d’apprendre.

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Engendering #BlackGirlJoy

How to Cultivate Empowered Identities and Educational Persistence in Struggling Schools

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Monique Lane

We are living in historic times and negotiating multiple national crises. The confluence of the COVID-19 pandemic and unrelenting state-sanctioned murders of Black people has disproportionately impacted our women and girls at the intersections of employment, citizenship, housing, healthcare, and motherhood statuses. As many individuals rally for liberation on the frontlines, how might educational institutions intervene as sources of respite and reparation?

Historically, racialized sexism in U.S. schools has manifested uniquely for Black girl-identified adolescents (including cisgender, queer, and transgender youth). These learners face heightened exposure to malicious discourses and exclusionary disciplinary policies. Engendering #BlackGirlJoy identifies the teaching practices that equip young Black women to locate, analyze, heal from, and ultimately thrive through the suffering they face inside and outside of schools.

The book is rooted in the author’s experience as a South Los Angeles high school teacher working at her alma mater, trying to cultivate the life-affirming education that she desired as a child. Centering her students’ perspectives, Monique Lane outlines a Black feminist pedagogical framework that inspired bountiful #BlackGirlJoy in one embattled public school. This text is a heartfelt offering to educators committed to taking courageous and innovative action—in solidarity with Black girl learners—toward the betterment of their lives!

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Internationalization at home

A collection of pedagogical approaches to develop students' intercultural competences

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Edited by Cécilia Brassier-Rodrigues and Pascal Brassier

The internationalisation of higher education has accelerated in recent years. Internationalisation at most higher education institutions mainly takes the form of study abroad. This immersion in an intercultural environment is believed to foster the development of academic and non-academic skills, thus improving graduates’ employability. Regardless of the geographical area, higher education institutions (HEI) have therefor put student mobility at the heart of their academic projects. However, the context has changed: the Covid-19 health crisis has led to a freezing of international mobility. Alternative solutions to traditional mobility must be found.

With this book, we intend to contribute to reflections on how to develop intercultural sensitivity and intercultural competences among students through Internationalisation at Home. For this purpose, in the eight chapters of the book, we present some pedagogical methods that facilitate the creation of a context conducive to interculturality and the acquisition of plural skills by students at home. Some authors examine how these competences can be assessed. Finally, we propose a framework explaining how a combination of activities within an institution can foster the development of students' intercultural competences.

Regardless of the approaches chosen by the teachers observed, they answered similar questions. These questions set a framework for reflections on efficient approaches to supporting the development of students' intercultural skills in an Internationalisation at Home context.

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Navigating the Toggled Term

A Guide for K-12 Classroom and School Leaders

Matthew Rhoads

Online learning, blended learning, socially distanced classrooms, educational technology, safety protocols, instructional models, organizational logistics, and educator burnout are all realities presented by the toggled term. Navigating the Toggled Term: A Guide for K-12 Classroom and School Leaders sets the stage not only for the present but also well into the future to help K-12 classroom and school leaders navigate online learning, blended learning, integrating educational technology tools with effective research-based instructional strategies, and moving between various educational settings at the instructional and organizational level. This book provides experienced and novice classroom teachers and school leaders with best practice instructional and organizational frameworks integrated with mainstream educational technology tools to navigate the challenges of teaching students of all ages in an ever-changing world. Beyond the major instructional and organizational frameworks, this book touches on differentiating instruction for all learners, communicating to students and families within digital environments, and provides strategies for educator self-care. Last, this book includes teacher and school leader voice in the form of twelve narrative case studies of practicing educators that align with each chapter’s theme to show the strategies and frameworks in motion for readers.