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Giving with an Agenda

How New Philanthropy Advocates for the Corporate Reform of Education

Marina Avelar

Forthcoming
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Asian/American Scholars of Education

21st Century Pedagogies, Perspectives, and Experiences

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Edited by Nicholas D. Hartlep, Amardeep K. Kahlon and Daisy Ball

Asian/American Scholars of Education: 21st Century Pedagogies, Perspectives, and Experiences shares the knowledge and travails of Asian/American luminaries in the field of Education. This unique collection of essays acknowledges the struggle that Asian/American Education scholars have faced when it comes to being regarded as legitimate scholars deserving of endowed or distinguished status. The chapter contributors in this volume include former doctoral students, children, protégés, and colleagues of the Asian/American endowed and distinguished professors featured in the book: A. Lin Goodwin, Suzanne SooHoo, Kioh Kim, Krishna Bista, George Sugai, Yali Zou, Yong Zhao, Robert Teranishi, Asha K. Jitendra, Shouping Hu, and Ming Ming Chiu. Asian/American Scholars of Education makes an important impact by asking: Why are there so few endowed and distinguished faculty members in Education?

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Troubling Method

Narrative Research as Being

Petra Munro Hendry, Roland Mitchell and Paul Eaton

Troubling Method: Narrative Research as Being 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, 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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And This Little Piggy Had None

Challenging the Dominant Discourse on Farmed Animals in Children’s Picturebooks

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Janae Dimick

And This Little Piggy Had None: Challenging the Dominant Discourse on Farmed Animals in Children’s Picturebooks is a fascinating critique of how "farm" animals are represented in children’s literature. Drawing from the fields of critical animal studies, critical discourse analysis, and animal behavior research, Janae Dimick questions the validity of these representations as environmental, societal, and other negative effects related to factory farming emerge. Questioning the socially constructed categories that humans use to classify which animals are used for consumption and which are meant for companionship, the book works to dismantle the "truth" of what children learn from the informational texts that are read to them in educational and home sittings. The first of its kind, this book will make readers question their relationship with nonhuman animals and rethink how language creates narratives that ultimately act to the detriment of humans, nature, and animals. Students studying critical pedagogy, ecolinguistics, ecopedagogy, early childhood literacy, ecocriticism, bioethics, critical animal studies, environmental studies and education, and human-animal studies would benefit from reading this easily accessible text.

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The Feminist Alliance Project in Appalachia

Minoritized Experiences of Women Faculty and Administrators in Higher Education

Edited by Alicia Chavira-Prado

The Feminist Alliance Project in Appalachia: Minoritized Experiences of Women Faculty and Administrators in Higher Education is about the minoritized experiences of women faculty and administrators in higher education highlights Appalachia as a geographic and cultural region, a sector that in academia still remains relatively ignored in mainstream feminist studies. The Feminist Alliance Project in Appalachia is based on autobiographical and autoethnographic narratives of diverse women who discuss their similar and unique forms of oppression as students and as professionals in the academic workplace within Appalachia. Their minoritized experiences here exemplify women’s relational ties and the need for what the volume editor Chavira-Prado names, the Feminist Alliance Project. Chavira-Prado calls for feminists to develop and enact an allied feminism that transcends class-, race-, or other artificially constructed borders and identities, as well as the specific subjectivities that have separated feminist groups. The narratives in The Feminist Alliance Project in Appalachia support the claim that white and nonwhite women experience similar minoritization within specific junctures of space, gender, and other identities. They thus show the need to be allies in recognizing and opposing all women’s minoritization in order to end women’s oppression. The book is of interest to women’s studies, Appalachian studies, Latina/x studies, Regional Studies, American Studies, Critical Theory, Cultural Anthropology and Ethnic Studies, Autoethnography courses, Sociology, Philosophy, Diversity and Inclusion and Human Resources Professionals in higher education, and the general public.

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Keywords in the Social Studies

Concepts and Conversations

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Edited by Daniel G. Krutka, Annie McMahon Whitlock and Mark Helmsing

Keywords in the Social Studies: Concepts and Conversations takes words commonly used in social studies education and unsettles them in ways that will redefine the field for years to come. Throughout the book, leading and emerging scholars in social studies education experiment with keywords central to the field seen as either taken for granted, such as family and technology, or perennially contested, such as terrorism and freedom, offering readers new positions, approaches, and orientations to what is possible to teach in the social studies. Focusing on democratic ways of living and being in the world as citizens, this innovative collection offers chapters organized around twenty-six keywords and ten invited responses to survey the unsettled terrain we call "the social studies." Each chapter attends to a specific keyword selected for both its contemporary applicability to different aspects of K-12 social studies education and to its dominant presence in the curriculum thought that structures social studies education in classrooms, museums, and beyond. Drawing inspiration from Raymond Williams’ work on keywords in culture, over fifty authors discuss complex and contested components of each keyword by way of offering diverse accounts that range from autobiographical narratives to historical genealogies, from critical implications of specific curriculum texts to offering vignettes of classroom teaching that deploy a keyword concept in practice. Keywords in the Social Studies is timely and essential reading for graduate students and faculty in social studies education and curriculum studies; students and teacher candidates in undergraduate and graduate education courses; and practitioners teaching in schools, museums, and other spaces of learning.

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Edited by Matthias Becker, Axel Grimm, Volkmar Herkner and Reiner Schlausch

Das Berufsbildungsinstitut Arbeit und Technik – kurz biat – wurde 1997 an der Flensburger Universität gegründet. Es hat sich in relativ kurzer Zeit zu einer namhaften Einrichtung für die Ausbildung von Lehrkräften an berufsbildenden Schulen in den beruflichen Fachrichtungen Elektrotechnik, Fahrzeugtechnik, Informationstechnik und Metalltechnik entwickelt. Darüber hinaus ist das biat eine renommierte Stätte der Berufsbildungsforschung geworden. Nach 20 Jahren des Bestehens blicken die Herausgeber zurück, beschreiben die gegenwärtige Situation, und wagen einen Ausblick auf die Zukunft. So versteht sich das biat auch heute noch als starker Fürsprecher der beruflichen Bildung: verortet in Flensburg, ausstrahlend regional, national und international.

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Fearless Engagement of Four Arrows

The True Story of an Indigenous-Based Social Transformer

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R. Michael Fisher

In times of extreme cascading global crises facing humanity, all responsible humans need to re-evaluate the dominant worldview that has brought us to this point of facing extinction. As a species we need to relearn the "good" ways from our greatest allies in Nature and from Indigenous cultures that lived in relative harmony with Nature. Equally, we need to learn the best ways to think critically and act on the holistic understanding that may guide us beyond our individual and collective trance and illusions cast forth like chains upon modern societies through elites who manipulate fear.

Fearless Engagement of Four Arrows offers a unique strong "medicine" for the reconstruction of a healthy, sane, and sustainable future for all. Utilizing the form of an intellectual biography of Four Arrows (aka Dr. Don Trent Jacobs) and his daring activist life and true teaching stories, the author creates a powerful adventure into the firey philosophy, activism, and emancipatory inspirations of one of the world’s great visionary prophetic educators and social transformers. Through a number of unique experiences, including firefighting, white-water kayaking, wild horse training, world-class athletic competitions, and counter-cultural activism, Four Arrows has become a connoisseur of fear and courage. This book shows how he walks a universal ethical path of Fearlessness at a time when too many remain trapped by their fears.

Among other readers, high school teachers and post-secondary teachers across diverse disciplines will find great ideas, eliciting dialogues and study questions for students, who now face a globalizing world where they can take charge of the future via fearless engagement.

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Elisabeth B. Thompson-Hardy

Girlhood, Beauty Pageants, and Power: Trailer Park Royalty explores the phenomenon of child beauty pageants in rural communities throughout the American South. In a bricolage of post-structural feminism, critical ethnographies, critical hermeneutics, and cultural studies lenses, this book analyzes how the performance of participants—most from a lower socio-economic bracket—and the power exercised by beauty pageant culture work to formulate girls’ identities. Girlhood, Beauty Pageants, and Power also examines how depictions in popular culture through film, videos, documentaries, and television shows add to the dialogue. Author Elisabeth B. Thompson-Hardy suggests rural pageant culture works to create girlhood identity and shapes the way participants view the world and themselves—through intricate cultural work in terms of gender and class. This book is intended for students and teachers who are interested in dissecting rural girlhood and development, Southern American beauty standards, and the effect of the media on girls’ identities.