How New Philanthropy Advocates for the Corporate Reform of Education
Increasing Participation Throughout Education and the Workplace
Timothy T. Yuen, Emily Bonner and María G. Arreguín-Anderson
(Under)Represented Latin@s in STEM: Increasing Participation Throughout Education and the Workplace presents a critical investigation into Latin@ underrepresentation in STEM throughout the education pipeline and workforce. (Under)Represented Latin@s in STEM: Increasing Participation Throughout Education and the Workplace highlights nationally relevant research related to the creation of opportunities for Latin@ students in STEM, and the ways in which these opportunities increase Latin@ participation in STEM. Of particular interest across the chapters, is the notion of building and sustaining a strong STEM identity within Latin@ students. As such, the authors present ideas through various lenses including teacher preparation and transformative teaching strategies, family and community involvement, and innovative programs for minority students. A broad range of STEM fields (including mathematics, robotics, and computer science), grade levels, and learning environments (including informal and formal, rural and urban) are represented throughout the chapters. Thus, (Under)Represented Latin@s in STEM presents research-based practices that increase Latin@ participation in STEM as a single collection for educators, administrators, and policymakers. In addition to learning about the great efforts that scholars are doing in broadening diversity in STEM, readers will be able to take away ideas for designing and implementing similar educational programs and teaching strategies for their own students.
Nathalie Brillant Rannou, Christine Boutevin and Gersende Plissonneau
Or l’enjeu de la recherche universitaire tient moins à la récapitulation de « bonnes pratiques enseignantes » qu’à l’analyse des phénomènes de réception des poèmes, des protocoles créatifs et des conditions qui en permettent l’accès aujourd’hui. L’oralisation poétique revisitée, tout particulièrement, engage des expériences de lecture à la fois sensibles, émancipatrices et réflexives.
Le présent volume rassemble des contributions d’origines géographiques et méthodologiques diverses, consacrées à la réception et à l’enseignement de la poésie de la maternelle à l’université. L’objectif des auteurs, en tant que poètes, chercheurs, enseignants, est de contribuer à la formation de lecteurs créatifs et disponibles à l’évènement de lecture des poèmes.
Penser l’inclusion et l’exclusion dans les arts. Recueil sur la normativité et les inégalités dans l’enseignement artistique supérieur
Sophie Vögele, Philippe Saner and Carmen Mörsch
Money, Power, and the Illegal Takeover of a Public School System
The Coup D'état of the New Orleans Public School District explores and criticizes the contemporary educational reforms of the New Orleans public school system. The New Orleans education reforms implemented after hurricane Katrina has been an academic failure with charter operators making millions of dollars while reestablishing a segregated school system based on race and class all in the name of school reform. This education reform, using the corporate model approach, has received more than its share of favorable reports by the media. Despite the claims of unprecedented academic success the educational reforms has it has been a dismal failure academically, operationally and has resurrected equity and access issues. Equally as disturbing the reforms firmly have re-established a tiered public school system that segregates students by race and class. The Coup D'état of the New Orleans Public School District puts the corporate education reform movement in its proper context, which is to create a new 21st century model for turning around America’s urban public school districts. This book reveals untold events of what really happened pre and post Hurricane Katrina that contributed to the state takeover of public schools in New Orleans. This story is told through the eyes of parents, students, activists, political leaders, Orleans Parish School Board members and employees who have been largely ignored. It will also include my analysis of almost 40 years of being intimately involved in New Orleans public schools as a teacher, principal and college professor.
Public Pedagogy & Praxis
Peter McLaren and Suzanne SooHoo
This collection of essays, poems, and reflections by scholars, public intellectuals, artists, and community activists (as well as those whose work intersects with all of these categories) constitutes a landmark achievement in critical pedagogy and social justice education. Edited by two leaders whose work spans both academic and grassroots communities, Radical Imagine-Nation was conceived during a time of political turmoil both nationally and internationally, a time when freedom and democracy seemed out of reach for millions around the world.
Engaging Pathways to Meaningful Learning
Philosophy and Education: Engaging Pathways to Meaningful Learning represents a philosophical approach to reading and analyzing texts in English. It encourages students to think critically and form well-reflected opinions around relevant concepts in the English language, literature and society, such as inequality and duty. Philosophy and Education embodies a more engaging style (than is traditionally common) with the text—instead of reading long texts and answering questions about that text, it asks the learners to relate their own experience and interpretation to the view communicated in the text, by actively and continuously engaging learners to test one opinion against another.
Philosophy and Education is primarily designed to help students improve their reasoning skills both orally and in writing, and prepare them for tests and exams at the end of the upper secondary and university-preparatory courses. Some of the chapters in Philosophy and Education have been used in the classroom, resulting in highly engaged students who feel they are offered the opportunity to relate to the classroom experience in a meaningful way. None of the activities asks students to make lists of words or spend enormous amounts of time on close reading and interpreting texts—instead, they are required to reflect and share their own thoughts on the relevance of the texts, movies, etc. to their own lives. They learn new words and ideas by discussing the myriad of philosophical questions presented, which makes learning a conversation about life.
Leading In, Through and Beyond Disaster—A Narrative Account of African Americans Leading Education in Post-Katrina New Orleans
Tammie M. Causey-Konaté and Margaret Montgomery-Richard
Called to Sankofa is a collection of Hurricane Katrina survival stories by African American education leaders in New Orleans. It draws upon the West African concept, Sankofa, which loosely translates to "return to the source and fetch." The griots, through their stories, fetch salvageable and knowledge-laden valuables linked to their resilience and rebuilding efforts. Thus, the Sankofa concept serves as a lens for examining leadership in the aftermath of disaster; it serves as an intense magnifier and illuminator of lessons considered relevant and profoundly valuable to guide one’s understanding of how to lead in, through, and beyond disaster. Past experiences, yield teachable moments. The lessons excerpted from these moments reveal the sources from which the leaders draw the resilience to recover from trauma, the vision to guide others, the courage to challenge the status quo, the imagination to make a way where there is none, and the stamina to press beyond peril toward an unpromised future.
Called to Sankofa rejects the assumption that "all was broken" in education – either before or due to Katrina, and through the storytellers, we are reminded that to rebuild things better than before, one must take stock of, extract meaning from, and be guided by what constituted the "before." Hence, Called to Sankofa documents the leaders’ acts of resilience, optimism, strength, passion, and resolve and details the support structures and sources of inspiration that enabled within them the capacity to adapt to the chaotic and uncertain environments and to be moved to action and leadership.
How Their Nations Led Them to Excellence
The World’s Highest-Scoring Students focuses on how various countries transformed their school systems into the world’s leading systems of education. Hani Morgan covers eight countries: Finland, Singapore, Japan, South Korea, China, Canada, Estonia, and the United States. His book offers ideas on how the United States can improve its school system so that it can regain its status as the world’s undisputed leader in education.
In addition to offering a brief historical context for each country, Morgan describes important practices that helped these nations achieve stellar results in international testing. Some of the subjects covered include teacher preparation programs, cultural attitudes toward education, and teacher recruitment practices. His book differs from other texts on this topic because he describes in detail the most recent practices that various educational systems have used to maintain top academic performance and the strategies others have implemented to climb to the top.
The World’s Highest-Scoring Students offers a new perspective on this topic in several ways. This book provides a balanced view of the highest-ranking nations in education, offering the outstanding practices they use to achieve stellar results but also pointing out the problems they endure. In addition, Morgan discusses various controversies about international tests, including the limitations of using these tests to evaluate students.
Eine problemhistorische Rekonstruktion
Bilden Schüler schon dann eine Gemeinschaft, wenn sie dieselbe Schule besuchen oder dieselbe Schulbank drücken? Auf systematische Weise überprüft der Autor die Richtigkeit dieser Annahme. Er führt in Konzepte verschiedener Klassiker pädagogischen Gemeinschaftsdenkens ein und fragt, was «Gemeinschaft» für Pädagogik und Schule bedeutet bzw. bedeuten kann.