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structures of oppression and to illuminate counter-narratives written with and by members of marginalized communities. The book highlights the complexity of culturally relevant, social justice education as pedagogues across the fields of education, sociology, communications, ethnic studies, and history grapple with the complexities of representation, methodology, and the meaning/impact of employing critical storytelling tools in the classroom and community.

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Reimagining the Public Intellectual in Education About the editors CYNTHIA GERSTL-PEPIN, Professor of Educational Leadership and Foundations at the University of Vermont, received her Ph.D. from the University of North Carolina at Chapel Hill. She served as a Fulbright Scholar to China, co-edited Survival of the Fittest: The Shifting Contours of Higher Education in China and the United States, co-authored Reframing Educational Politics for Social Justice, co-edited Social Justice Leadership for a Global World, and has been published in numerous journals

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edit ← 262 | 263 → Editors NANCYE MCCRARY is associate professor of Education and Chair of the Department of Professional Studies at St. Catharine College. She has published on issues of social justice in Critical Education, Educational Technology Research & Development , Journal of Postsecondary Education and Disabilities , Social Education, and Theory & Research in Social Education , as well as a several book chapters. She is also an instructional designer and visual artist, employing aesthetic mediation and narrative forms of instruction to move learners

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About the author About the author John Lynch is Senior Lecturer in Film and Media Studies at Karlstad University. He has published widely on the politics of representation in film and media culture and is co-author of After Bloody Sunday: Representation, Ethics and Justice (2007). Katherina Dodou is Senior Lecturer in English Literature at Dalarna University. Her research focuses on contemporary fiction and the understanding of the novel as social discourse. In 2014, she co-edited a special issue of the journal Nordic Irish Studies on ‘Cultural Memory and

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Journeys of Social Justice About the book This book documents the unique experiences of women of color in higher education administration. From full professors, senior administrators, deans, presidents, and chancellors, women of color share their social justice journeys to leadership roles in the academy. Through their own voices a rich landscape is painted of their experiences as they ascend through and lead higher education institutions, navigating complex dynamics influenced by their race, culture, class, and gender status. The narratives of African

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Italian Yearbook of Human Rights 2016 About the book P AR EntreMundos: A Pedagogy of the Américas challenges the standard narratives of “achievement” to think about how Latinx students can experience an education that forges new possibilities of liberation and justice. Growing Latinx student populations have led to concerns about “assimilating” them into mainstream academic frameworks. This book offers an alternative, decolonizing approach that embraces complex Latinx identities and clears a path toward resisting systems of oppression. Educating

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Idea Doug Selwyn Chapter Ten: Poverty, Politics, and Reading Education in the United States Patrick Shannon Chapter Eleven: Counter-Narratives in State History: The 100 Years of State and Federal Policy Curriculum Project Educational Thought and Sociocultural Studies Glenabah Martinez Chapter Twelve: Broadening the Circle of Critical Pedagogy E. Wayne Ross Part IV: Social Justice Education Outside the Classroom Chapter Thirteen: “Putting First Things First”: Obligation and Affection in Ecological Agrarian Education Leah Bayens Chapter Fourteen: “Barely in the Front

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About the book About the book This book explores social, place, and narrative dimensions of practical experience as they unfold in schools, in place-based learning, and in teacher education contexts. Such an orientation to practice both links social and material conditions (social relations, other species, physical context, objects) to human consciousness and learning, and considers the relationship between such learning and broader cultural change. The core of this book is an examination of critical situated learning undertaken through three separate empirical

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Pedagogy of Survival About the author KAREN MEADOWS is Supervisor of K–8 Counseling in Guilford County Schools in North Carolina. She is an adjunct professor in the School of Education at North Carolina A&T State University, and earned her Ph.D. in educational leadership at the University of North Carolina at Greensboro. Her research and teaching interests include social justice, school reform, and personal empowerment via cultural narratives. She is an educational presenter, trainer, and consultant at the local, national, and international levels.

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and intellectual development of the learner. The volume brings together diverse perspectives on the role of education in the areas of leadership, social justice and service in the community. Challenging the current prioritization of a vision of education that primarily serves the interests of the economy, the contributors explore the social, political and personal value of transformative education.