How New Philanthropy Advocates for the Corporate Reform of Education
The Future of Work, Skills, Leadership, Education, and Careers in a Digital World
Everything we do is impacted by technology—how we communicate with others, connect at work, learn at school, and live our lives. We are accustomed to and dependent on technology. But how do we rethink our approach to the new technologic world of work, leadership, lifelong learning, skill development, and careers? The accelerated pace of technology and competition is causing workplace environments to become more technical, diverse, and in need of disruptive leaders. This new landscape requires innovative styles of leadership and new techniques of managing organizations. Digital Disruption: The Future of Work, Skills, Leadership, Education, and Careers in a Digital World covers the key forces impacting the future of work, industries, leadership styles, skills, and education with a focus on how to remain relevant in an ever-increasingly complex digital world.
Drawing on over twenty years of research, Dr. Tracey Wilen’s twelfth book will intrigue readers with up-to-date information on the latest trends in a disruptive world, along with practical advice, innovative best practices, case examples, and pragmatic tips and pointers. Digital Disruption offers educators, executives, and students a fresh approach on how to navigate the future to ensure success. Digital Disruption is suitable for myriad courses, programs, and students, including business, education, sociology, human resources, gender studies, technology, leadership, management, and career management.
Silvia Melo-Pfeifer and Christian Helmchen
This book offers a variety of theoretical and empirical foundations regarding the development of plurilingual literacy practices in primary school contexts around Europe. It presents a range of concepts related to multilingual education and multilingual teacher education, such as pluriliteracy, identity, the pluralistic approaches (namely intercomprehension and «éveil aux langues») and translanguaging in pedagogy. From an empirical perspective, the authors present and discuss suggestions regarding the integration of multilingual activities in the classroom and in teaching education programs.
Rethinking Resistance for Social Justice
Joseph E. Flynn, Jr.
White Fatigue: Rethinking Resistance for Social Justice explores how, despite the pleas and research of critical scholars, what passes for multicultural education in schools is often promotion of human relations and tolerance rather than a sustained critical examination of how race and racism shape social, political, economic, and educational opportunities for various groups, both historically and currently. Simultaneously, our nation’s social mores have changed over time and millions of White Americans find racism morally reprehensible. This book illustrates that despite that shift, it is not uncommon to experience White Americans—in classrooms and other spaces—struggling to understand how racism functions. This struggle is often talked about as White resistance, White guilt, and White fragility. White fatigue is an idea that helps explain and differentiate this struggle for better understanding among White folks who feel racism is wrong but do not yet have an understanding of how racism functions. White Fatigue: Rethinking Resistance for Social Justice ultimately argues that if we are to advance our national conversation on race, educators must be willing to define reactions to conversations about race with more nuances, lest we alienate potential allies, accomplices, and leaders in the fight against racial injustice.
A Handbook for Social Reconstruction and Teaching
Those Who Can: A Handbook for Social Reconstruction and Teaching traces the development of a critical pedagogy within one educator’s personal history, and examines the implications of critical pedagogy from this educator’s perspective. The study draws from her years of practice and reflection, and reads as a handbook for other educators to use in the implementation of critical pedagogy.
The first of four sections in Those Who Can: A Handbook for Social Reconstruction and Teaching proposes that all teachers share a set of responsibilities, and carries out an assessment of the educator’s work using these responsibilities as a benchmark. The second section considers teaching and learning from the perspective of a critical pedagogy. The third section offers possibilities for a critical pedagogy that others may use, including a school design and lesson plans. The fourth and final section includes a timeline of significant events in the history of public schools, as well as a glossary of terms and bibliography. Challenging the current trend of simplified and teacher-proof classrooms, Those Who Can: A Handbook for Social Reconstruction and Teaching concludes that social reconstruction and critical pedagogy both offer ways to meaningfully question the work of teaching and ways to find answers.
A Practical Guide for Education Philosophy Courses
Teacher Education and the Pursuit of Wisdom takes its readers into the deep waters of investigating teaching not simply as a profession but as a precious "way of life." The author begins by investigating the nature of teaching as both an "active" and a "contemplative" endeavor and inquires into the resonance between the nature of teaching on the one hand and what has been said classically about genuine philosophizing on the other hand.
Having laid the groundwork for students to be able to recognize this intimate connection, readers are next challenged to take up the notion of teaching as a "way of life" in the pursuit of wisdom experimentally and to record their observations in a personalized journal format. Thorough explanations are provided concerning the value of journaling for self-knowledge, and exemplar texts by master journal writers are discussed.
This book is designed for use as a primary textbook in philosophy of education courses. Instructors will find it helpful as a means to organize engaging classes at both the undergraduate and graduate levels for genuine philosophic practices and inquiry. It contains a well-defined program of work that is modelled upon the latest research concerning "authentic task design." Its rich experimental approach is replete with a broad array of learning tasks, assessment tools, and practices that are aligned with the competencies-based approach taken in most professional certification and BEd Programs.
A Survival Guide for the New Normal
James Ottavio Castagnera
The Fifth Wave in higher education is breaking on American shores. Unlike the four waves that preceded it from colonial times through the post-WWII mega-versity expansion, this wave is disrupting all sectors of the higher education industry. It will sweep away those institutions—be they public, private non-profit, or for-profit—that fail to recognize and meet the threat. Harvard professor Clay Christensen, the father of "disruptive innovation," predicts that as many as half of all American universities will close or go bankrupt within the next 10 to 15 years (See Inside Higher Ed, April 28, 2017).
Riding the Fifth Wave in Higher Education: A Survival Guide for the New Normal charts the dimensions of the Fifth Wave challenge and offers numerous general and specific suggestions for surfing the wave and surviving its tsunami-like impact. Part One of this concise handbook explains why our industry is in treacherous waters and outlines the impact of the Fifth Wave to date on all three major sectors of American higher ed. Part Two offers a range of practical responses, including ways we might break out of the tuition-discount "death spiral" and the facilities "arms race," as well as identifying our prospects for removing the albatross of onerous federal regulations from around our necks before it drags us under. If you have time to read only one book about today’s crisis in American higher education, Riding the Fifth Wave in Higher Education is the right choice. If you plan to research the topic in depth, Riding the Fifth Wave in Higher Education is the perfect place to start.
Explorando y empujando fronteras en una escuela en Tejas through a multilingual play-based early learning curriculum
Tim Kinard, Jesse Gainer and Mary Esther Soto Huerta
Power Play tells the story of activist teachers and the very young together in a play-based curriculum in a public school in Texas. The authors narrate (with playful interruptions) a curriculum that is powered by the students’ lived encounters—the languages, landscapes, beliefs, histories, geographies, politics, economies, ideas, people, things, matter, and matters of fact and fiction that students carry with them to school, that carry them to school, through school, through their lives.
Community Centers Connecting Working-Class Immigrant Families and Schools
Nga-Wing Anjela Wong
In 2014—for the first time—over 50% of those in U.S. public schools are students of color. Furthermore, children of immigrants, the majority of whom are of Asian and Latinx origin, are the fastest-growing population in the U.S. Addressing their needs has become an important issue facing educators, researchers, and policy makers nationwide. More importantly, working-poor and low-income immigrant families of color need support and resources to negotiate and navigate between their home/community and their school/dominant society. Opening Doors: Community Centers Connecting Working-Class Immigrant Families and Schools examines the role and impact of a community-based organization (the Harborview Chinatown Community Center) and its youth program (the Community Youth Center), which is located in an East Coast city. Framed by the "Community Cultural Wealth" framework (Yosso, 2005) and Youth (Comm)Unity, Opening Doors argues that the Harborview Chinatown Community Center helps low-income Chinese immigrant families negotiate and navigate their multiple worlds. Specifically, this book examines the services and support for low-income and working-poor Chinese American immigrant families during out-of-school hours.
Surviving and Succeeding
Christopher McMaster, Caterina Murphy and Jakob Rosenkrantz de Lasson
The Nordic PhD: Surviving and Succeeding is an edited book written for prospective and current doctoral students by a mix of doctoral students and those who have recently completed their doctorates. The premise is simple: if you could go back in time and talk with yourself when you began your studies, what advice would you give? Isn’t hindsight a bonus? If only I knew then what I know now!
The Nordic PhD: Surviving and Succeeding follows editions focused on study in Aotearoa New Zealand, Australia, the U.K., U.S., and South Africa. What sets The Nordic PhD: Surviving and Succeeding apart from many others on the market is its down-to-earth and practical approach. Furthermore, its originality also lies in the fact that it is grounded in the context of doctoral studies in the Nordic countries.