results
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- English Studies (41)
- Theology & Philosophy (40)
- Linguistics (36)
- Education (35)
- Science, Society & Culture (15)
- The Arts (13)
- Romance Studies (10)
- History & Political Science (10)
- German Studies (9)
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- Law, Economics & Management (3)
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Critical Praxis and Curriculum Guides
The Critical Praxis and Curriculum Guides is a curriculum-based series reflective of theory creating praxis. The series targets not only undergraduate and graduate audiences, but also tenured and experienced teachers of all disciplines. Research suggests that teachers need to have well-designed, thematic-centered curricula and lessons at their disposal. This is accomplished when the school works as a community to meet their own needs. Community in this sense includes working collaboratively with students, parents, and local community organizations to help build the curriculum. Practically, this means that time is devoted to professional development workshops, not exam reviews or test preparation pointers, but real learning. Together with administrators, teachers form professional learning communities (PLCs) to discuss, analyze, and revise curricula and share pedagogical strategies that meet the needs of their particular school demographics. This communal approach was found to be more successful than requiring each individual teacher to create lessons on her/his own. Ideally, we would love it if each teacher could create their own authentic lessons because only s/he truly knows her/his students and we encourage it, because it is possible! However, as educators ourselves, we understand the realities our colleagues in public schools face, especially when teaching in high needs areas. The Critical Praxis and Curriculum Guides provides relief for educators needing assistance in preparing their lessons. When possible, and in the spirit of communal practices, the series welcomes co-authored books by theorists and practitioners or solo-authored books by an expert deeply informed by the field. Because we strongly believe that theory guides our practice, each guide will blend theory and curriculum chapters creating a praxis. All, of course, in a critical pedagogical framework. Ultimately, the guides will serve as resources for teachers to use, expand upon, revise, and re-create. The Critical Praxis and Curriculum Guides is a curriculum-based series reflective of theory creating praxis. The series targets not only undergraduate and graduate audiences, but also tenured and experienced teachers of all disciplines. Research suggests that teachers need to have well-designed, thematic-centered curricula and lessons at their disposal. This is accomplished when the school works as a community to meet their own needs. Community in this sense includes working collaboratively with students, parents, and local community organizations to help build the curriculum. Practically, this means that time is devoted to professional development workshops, not exam reviews or test preparation pointers, but real learning. Together with administrators, teachers form professional learning communities (PLCs) to discuss, analyze, and revise curricula and share pedagogical strategies that meet the needs of their particular school demographics. This communal approach was found to be more successful than requiring each individual teacher to create lessons on her/his own. Ideally, we would love it if each teacher could create their own authentic lessons because only s/he truly knows her/his students and we encourage it, because it is possible! However, as educators ourselves, we understand the realities our colleagues in public schools face, especially when teaching in high needs areas. The Critical Praxis and Curriculum Guides provides relief for educators needing assistance in preparing their lessons. When possible, and in the spirit of communal practices, the series welcomes co-authored books by theorists and practitioners or solo-authored books by an expert deeply informed by the field. Because we strongly believe that theory guides our practice, each guide will blend theory and curriculum chapters creating a praxis. All, of course, in a critical pedagogical framework. Ultimately, the guides will serve as resources for teachers to use, expand upon, revise, and re-create. The Critical Praxis and Curriculum Guides is a curriculum-based series reflective of theory creating praxis. The series targets not only undergraduate and graduate audiences, but also tenured and experienced teachers of all disciplines. Research suggests that teachers need to have well-designed, thematic-centered curricula and lessons at their disposal. This is accomplished when the school works as a community to meet their own needs. Community in this sense includes working collaboratively with students, parents, and local community organizations to help build the curriculum. Practically, this means that time is devoted to professional development workshops, not exam reviews or test preparation pointers, but real learning. Together with administrators, teachers form professional learning communities (PLCs) to discuss, analyze, and revise curricula and share pedagogical strategies that meet the needs of their particular school demographics. This communal approach was found to be more successful than requiring each individual teacher to create lessons on her/his own. Ideally, we would love it if each teacher could create their own authentic lessons because only s/he truly knows her/his students and we encourage it, because it is possible! However, as educators ourselves, we understand the realities our colleagues in public schools face, especially when teaching in high needs areas. The Critical Praxis and Curriculum Guides provides relief for educators needing assistance in preparing their lessons. When possible, and in the spirit of communal practices, the series welcomes co-authored books by theorists and practitioners or solo-authored books by an expert deeply informed by the field. Because we strongly believe that theory guides our practice, each guide will blend theory and curriculum chapters creating a praxis. All, of course, in a critical pedagogical framework. Ultimately, the guides will serve as resources for teachers to use, expand upon, revise, and re-create.
13 publications
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Liberatory Stories and Rebel Voices for Abolition
Liberatory Stories and Rebel Voices for Abolition is a grass-roots, community-focused, radical, transformativ, critical decolonizing, anti-authoritarian book series on the political delineations of transforming education for liberation in communities occupying Indigenous territories and stolen land on Turtle Island (North America) and beyond. This book series will provide space and place for marginalized communities, students, workers, public intellectuals, activist-scholars, teachers, professors, justice impacted people, youth, and oppressed voices to critically resist and amplify their counter-stories which demand that, in the rollout of the neoliberal agendas, public education must be affordable, inclusive, equitable, inclusive, just, transformative, and open to all. This book series foregrounds writer’s agency with authentic story-telling, autoethnography, collective biography, and life writing narratives and is a place for disseminating participatory action and social justice activist research. It seeks critical teaching and critical writing that resists Eurocentric pedagogies and methodologies such as denotative reports, standardized metrics, rubrics, corporate, neoliberal, capitalist, standardized, colonial, factory education that colonizes the mind. Instead, the series privileges radical liberatory praxis and makes space for outstanding embodied action research tied to teaching, transformative participatory projects created with not ‘on’ marginalized communities that centers the margin. This book series defends, supports, and participates in revolutionary, transformative, social justice radical critical abolition movements to end authoritarianism, domination, oppression, state-violence, and repression. This book series has a hope for democracy from which knowledge from and for the margins emerge as powerful counter-currents and disruptive discourses that liberate. This book series holds space and place for these voices who brave the world with knowledge in one hand and resistance in the other to liberate all.
7 publications
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Jack Kerouac and the American Spectacle
Resistance and Authenticity in Primitivism, Transcendence, and Communion©2026 Monographs -
London – Berlin
Authenticity, Modernity, and the Metropolis in Urban Travel Writing from 1851 to 1939©2006 Monographs -
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Civilisation and Authenticity
The Search for Cultural Uniqueness in the Narrative Fiction of Alejo Carpentier and Julio Cortázar©2013 Monographs -
Culture(s) and Authenticity
The Politics of Translation and the Poetics of Imitation©2017 Edited Collection -
Authenticity and Authentication in Language Learning
Distinctions, Orientations, Implications©2002 Thesis -
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Reading Authentic English Picture Books in the Primary School EFL Classroom
A Study of Reading Comprehension, Reading Strategies and FL Development©2018 Thesis -
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Authenticity of Belief in African (Igbo) Traditional Religion
A Critical Appraisal in the Light of Christian Faith©2015 Thesis -
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Representations of Women in Theocritus’s Idylls
Authenticity of the Female Voice in the Erotic and Non-Erotic Portrayals©2018 Monographs -
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Nineteenth-Century Black Women’s Literary Emergence
Evolutionary Spirituality, Sexuality, and Identity- An Anthology©2008 Textbook -
Josephus on Jesus
The Testimonium Flavianum Controversy from Late Antiquity to Modern Times©2003 Monographs -
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