Vygotsky and the Promise of Public Education recontextualizes the scholarship of educator and psychologist Lev Vygotsky, highlighting its relevance to contemporary issues in public education. Emphasizing the historical, social, and cultural formation of conscious awareness, Vadeboncoeur advances Vygotsky’s project with current research in psychology, enabling the redefinition of central concepts such as learning, teaching, and developing. This attention to how we conceptualize learning and teaching is vital to the project of crafting schools to fulfill the promise of public education. Written for teacher candidates, educators, researchers, and policy-makers, this book both recognizes the complications of teaching and learning in public schools and contributes to the scholarship on the critical possibilities of schools as social institutions. The significance of public education for each and every child and teacher, and the future that is created in each student-teacher relationship, is re-centered as, perhaps, the most worthwhile project of our time.
Understanding White Privilege and Dominance in the Modern Age
Christopher S. Collins and Alexander Jun
Colleges across the country, and the nation as a whole continue to be divided along racial lines. White Out: Understanding White Privilege and Dominance in the Modern Age is about the role of Whiteness and a defense of White dominance in an increasingly diverse society. Whiteness is socially constructed, just as race is undoubtedly a social construct, documented through various periods in history. This book proposes that White Out is a learned habit that serves to defend White dominance in a multicultural age. White Out is a strategy that covers systems, dispositions, and actions that cannot cover the full indentation or impact. However, the action of blotting, either intentional or unintentional, serves to obscure experiences of people of color in lieu of a competing definition of reality. The authors introduce the White Architecture of the Mind as a metaphor highlighting the mind as a collection of walls, doors, windows, and pathways that influence individuals to react based on a systemic logic that was socially constructed reason. White Out, a byproduct of a White architecture of the mind, is a set of individual actions, choices, behaviors, and attitudes that are guided by a system that predisposes these attitudes and perpetuates privilege for core members of a dominant majority. The often-unconscious purpose in denying privilege and articulating colorblind ideology is to support a larger system and view of reality. The concepts covered in this volume include: White Pain, Whitefluenza (privilege as a virus), White 22 (White if you do, White if you don’t), Whitrogressions, Angry White Men, White Pilgrims, and Good White Friends.
A Guide for Students and Faculty
Dissertation is the work of a laborer, a craftsman, and an artist. Long hours of hard labor with our hands and head go into developing ideas, planning, and implementing research projects such as dissertations. But what ultimately drives our academic pursuits and, therefore makes them successful and enjoyable is inspiration that sets our hearts on fire and makes it impossible not to venture on the journey. The uncharted territories of the dissertation process—life events and happenings—make the path toward the highest academic degree attainment both exciting and challenging. Just like life itself with its unplanned and unpredictable twists and turns, the dissertation journey requires strength of character and an unwavering faith in one’s self and in the ultimate value of the pursuit of knowledge. So, why merely survive? Let’s enjoy the dissertation journey!
The guide is intended primarily for doctoral students pursuing dissertations in social sciences, as well as for faculty who teach doctoral-level research courses and seminars and supervise doctoral dissertations.
This book explores the Muslim minority women’s perceptions of how computer education can lead them to social participation. Moreover, it discusses the contribution of (administrative) members of the community to this effort. The analysis of quantitative findings shows that Muslim women in Greek Thrace exhibit a more western-oriented behavioural intention to use computers. By evaluating multiple interviews, the author presents how women use the potential of computer education for social participation and empowerment. In doing so, she emphasises the role of information and communications technology as a window to the outside world.
Resistance, Reclaiming, Organizing, and Black Lives Matter in Education
Anthony J. Nocella and Erik Juergensmeyer
Eine Längsschnittstudie in der kaufmännischen Ausbildung
Der Autor untersucht die Kompetenzentwicklung zum nachhaltigen Wirtschaften bei kaufmännischen Auszubildenden im Ausbildungsverlauf. Das zugrunde gelegte Kompetenzmodell basiert auf einer Verschränkung kognitionspsychologischer mit verhaltenstheoretischen Annahmen. Den Kern dieses Models bilden die Handlungsintention, nachhaltig zu wirtschaften sowie das deklarative Wissen über Nachhaltigkeit und nachhaltiges Wirtschaften. Beide Skalen werden über kognitive und affektiv-motivationale Faktoren, wahrgenommene Wert- und Normorientierungen, unterschiedliche Lerngelegenheiten sowie soziodemografische Aspekte kontrolliert. Der Band belegt, dass eine Förderung von Kompetenzen hinsichtlich einer nachhaltigen Entwicklung ein wichtiges Desiderat in der beruflichen Bildung darstellt.
Belinha S. De Abreu
Mobile Learning through Digital Media Literacy proposes media literacy education as a conceptual framework for bridging mobile technologies in teaching and learning. As cell phones have become more advanced and applications more innovative and fitting, candid conversations are taking place as to how technology can be a purposeful tool in the classroom. Mobile technology already attracts students and encourages text-language development; yet its accessibility affords the potential for more extended use, offering enhancement and flexibility for instructional development. In light of a shared vision of collaboration and growth developing globally within educational circles, this book examines mobile learning as a formal literacy, as a productivity environment for creative growth in and out of the classroom, and as an advancement to social learning through online networks. The book surveys media literacy education—both within the classroom and its extended implications—for concerns of civic participation and data privacy, as more educators and policymakers internationally consider the possibilities of connected classrooms and m-learning on a universal scale.
A Mixed-method study
This study addresses the professional development of college English teachers in mainland China. It is designed to examine the relationship between teachers’ motivation and their attitudinal elements including teacher engagement and commitment, and teaching approaches. This study adopts a mixed-method design that starts with a quantitative phase in which data were collected and analysed to examine the hypothesised predictive power of teachers’ motivation on their engagement, commitment and teaching approaches. In the second phase, qualitative data acquired via semi-structured interviews and documentary analysis were collected to further interpret, explain and elaborate the quantitative results in greater depth. As language teaching has been an often-researched discipline in the teacher motivation literature, this study prompts one to rethink and reflect on the effectiveness of college English curriculum reform and provides implications for current college English teaching and the development of college English teachers.
Difficult Knowledge and Social Studies Education
H. James Garrett
In this book, H. James Garrett inquires into the processes of learning about the social world, populated as it often is with bewildering instances of loss, violence, and upheaval. In such learning, interactions invite and enliven our passionate responses, or prompt us to avoid them. Interpreting and working with these often emotional reactions is critical to social studies education and developing strategies for individuals to participate in democracy. Garrett illustrates ways that learning about the world does not occur in absence of our intimate relations to knowledge, the way learning sometimes feels like our undoing, and how new knowledge can feel more like a burden than an advantage.
Narratives of Communal Agency in the Face of Power Asymmetry
Immigration, Motherhood and Parental Involvement is based on the vivid accounts of seven Latina immigrant women of how they learned to navigate the school system in the rural southwest of the United States. Their stories are presented within several contexts, the socio-political conditions of immigration overarching them all. The process of acquiring a new socio-cultural script offers a common frame to the narratives, which illustrate the central role of the community in finding spaces for agency in circumstances of vulnerability. As a contribution to educational theory, this book explores the official discourse of parental involvement within the broader context of social policy by pointing to a common underlying ideal parent norm across areas of policy related to family and women. It also revisits the concept of parental involvement through contrasting ideologies of motherhood, as it applies the concept of participation parity in everyday institutional interactions as a fundamental measure of social justice. Immigration, Motherhood and Parental Involvement offers deep insight into the institutionalized patterns of formal inclusion/informal exclusion in the relationship of schools with Latina immigrant mothers, even within the best intended programs. Its focus on the persistent need for the implementation of culturally and linguistically sensitive approaches to home-school relations makes this a must-read for undergraduate and graduate courses in teacher education, education leadership and sociology of education. Teachers, administrators and policymakers committed to moving away from the prevalent view of mothers as people who mainly need to be educated also need to read this book.