Culturally Sustaining Pedagogies by Django Paris (Editor); H. Samy Alim (Editor); Celia Genishi (Series edited by); Donna E. Alvermann (Series edited by)Culturally Sustaining Pedagogies raises fundamental questions about the purpose of schooling in changing societies. Bringing together an intergenerational group of prominent educators and researchers, this volume engages and extends the concept of culturally sustaining pedagogy (CSP)--teaching that perpetuates and fosters linguistic, literate, and cultural pluralism as part of schooling for positive social transformation. The authors propose that schooling should be a site for sustaining the cultural practices of communities of color, rather than eradicating them. Chapters present theoretically grounded examples of how educators and scholars can support Black, Indigenous, Latinx, Asian/Pacific Islander, South African, and immigrant students as part of a collective movement toward educational justice in a changing world. Book Features: A definitive resource on culturally sustaining pedagogies, including what they look like in the classroom and how they differ from deficit-model approaches. Examples of teaching that sustain the languages, literacies, and cultural practices of students and communities of color. Contributions from the founders of such lasting educational frameworks as culturally relevant pedagogy, funds of knowledge, cultural modeling, and third space. Contributors: H. Samy Alim, Mary Bucholtz, Dolores Inés Casillas, Michael Domínguez, Nelson Flores, Norma Gonzalez, Kris D. Gutiérrez, Adam Haupt, Amanda Holmes, Jason G. Irizarry, Patrick Johnson, Valerie Kinloch, Gloria Ladson-Billings, Carol D. Lee, Stacey J. Lee, Tiffany S. Lee, Jin Sook Lee, Teresa L. McCarty, Django Paris, Courtney Peña, Jonathan Rosa, Timothy J. San Pedro, Daniel Walsh, Casey Wong
Call Number: 370.117 PAR 2017
Publication Date: 2017
Educating for Empathy by Nicole Mirra; Ernest Morrell (Foreword by)Recipient of the 2019 NCTE David H. Russell Award! Educating for Empathy presents a compelling framework for thinking about the purpose and practice of literacy education in a politically polarized world. Mirra proposes a model of critical civic empathy that encourages secondary ELA teachers to consider how issues of power and inequity play out in the literacy classroom and how to envision literacy practices as a means of civic engagement. The book reviews core elements of ELA instruction--response to literature, classroom discussion, research, and digital literacy--and demonstrates how these activities can be adapted to foster critical thinking and empathetic perspectives among students. Chapters depict teachers and students engaging in this transformative learning, offer concrete strategies for the classroom, and pose questions to guide school communities in collaborative reflection. Book Features: Responds to our current, divisive political climate to explore what empathy really means and what it takes to teach for it. Explores an innovative concept of critical civic empathy that goes beyond simply being nice to others and emphasizes making positive changes in government and society. Provides an engaging synthesis of theory and practice that shows how foundational ELA activities can be used to support the development of empathy and civic engagement. Focuses on both personal empathy (seeing other points of view) and global empathy (understanding the power of position and privilege in social interactions). Includes real-world examples from a variety of schools and discussion questions at the end of each chapter.
Call Number: 428 MIR 2018
Publication Date: 2018
Handbook of the Cultural Foundations of Learning by Roy Pea (Editor); Carol D. Lee (Editor); Maxine McKinney de Royston (Editor); Na'ilah Suad Nasir (Editor)Edited by a diverse group of expert collaborators, the Handbook of the Cultural Foundations of Learning is a landmark volume that brings together cutting-edge research examining learning as entailing inherently cultural processes. Conceptualizing culture as both a set of social practices and connected to learner identities, the chapters synthesize contemporary research in elaborating a new vision of the cultural nature of learning, moving beyond summary to reshape the field toward studies that situate culture in the learning sciences alongside equity of educational processes and outcomes. With the recent increased focus on culture and equity within the educational research community, this volume presents a comprehensive, innovative treatment of what has become one of the field's most timely and relevant topics.
Call Number: 370.15 NAS 2020
Publication Date: 2020
Science in the City by Bryan A. Brown; Christopher Emdin (Foreword by)2021 Outstanding Book Award, American Association of Colleges for Teacher Education (AACTE) Science in the City examines how language and culture matter for effective science teaching. Author Bryan A. Brown argues that, given the realities of our multilingual and multicultural society, teachers must truly understand how issues of culture intersect with the fundamental principles of learning. This book links an exploration of contemporary research on urban science teaching to a more generative instructional approach in which students develop mastery by discussing science in culturally meaningful ways. The book starts with a trenchant analysis of the "black tax," a double standard at work in science language and classrooms that forces students of color to appropriate and express their science knowledge solely in ways that accord with the dominant culture and knowledge regime. Because we are in an interactive, multimedia world, the author also posits the necessity of applying what is known about best practices in science teaching to best practices in technology. The book then turns to instruction, illustrating how science education can flourish if it is connected to students' backgrounds, identities, language, and culture. In this empowered--and inclusive--form of science classroom, the role of narrative is key: educators use stories and anecdotes to induct students into the realm of scientific thinking; introduce big ideas in easy, familiar terms; and prioritize explanation over mastery of symbolic systems. The result is a classroom that showcases how the use of more familiar, culturally relevant modes of communication can pave the way for improved science learning.
Call Number: 370.917 BRO 2020
Publication Date: 2020
The Teacher Wars by Dana GoldsteinA New York Times Bestseller In her groundbreaking history of 175 years of American education, Dana Goldstein finds answers in the past to the controversies that plague our public schools today. In The Teacher Wars, a rich, lively, and unprecedented history of public school teaching, Dana Goldstein reveals that teachers have been embattled for nearly two centuries. She uncovers the surprising roots of hot button issues, from teacher tenure to charter schools, and finds that recent popular ideas to improve schools--instituting merit pay, evaluating teachers by student test scores, ranking and firing veteran teachers, and recruiting "elite" graduates to teach--are all approaches that have been tried in the past without producing widespread change. The Teacher Wars upends the conversation about American education by bringing the lessons of history to bear on the dilemmas we confront today. By asking "How did we get here?" Dana Goldstein brilliantly illuminates the path forward.
This link takes you to a collection of streaming videos on Education topics from Films on Demand.
Credo Reference: Education
Credo Reference helps you start your research in education with overviews of contemporary and historical thought and practice, as well as reference resources on special education, early childhood education, and adult learning.
Welcome to the education field If you are interested in a career in education, you've come to the right book. This book, which includes interviews with professionals in the field, covers three main areas of Education that have proven to be stable, lucrative, and growing professions. -Early Childhood Education -Primary Education -Secondary Education
The Cambridge Handbook of the Learning Sciences shows how educators can use the learning sciences to design more effective learning environments - including school classrooms and also informal settings such as science centers or after-school clubs, on-line distance learning, and computer-based tutoring software.
this book offers exciting new research about the mind and the brain that provides answers to how people learn and implications for what we teach, how we teach it, and how we assess what our children learn.
Harry Morgan lays the foundations of what early childhood education is by integrating the history of the field with the philosophy and theories behind this discipline. Early Childhood Education examines the education of this age group from its historical beginnings to the theories used then and today. This edition has been updated to include recent research and how current practices and culture affect the field today. Also included in this second edition is a new chapter about critical race theory and its implications on early childhood education.
In this book McCulloch contextualizes the struggle for educational history, explaining and making suggestions for the future. Throughout this book the origins of unresolved debates and tensions about the nature of the field of history of education are discussed and key examples are analysed to present a new view of future development.
Inspired by papers developed for the 6th International Conference on Imagination and Education (2008): this book connects a cross-section of educators, researchers and administrators in a dialogue and exploration of imaginative and creative ways of teaching, learning and conducting educational inquiry.
This encyclopaedia is a dynamic reference and study place for students, teachers, researchers and professionals in the field of education, philosophy and social sciences, offering both short and long entries on topics of theoretical and practical interest in educational theory and philosophy by authoritative world scholars representing the full ambit of education as a rapidly expanding global field of knowledge and expertise.
This book examines the way in which the "practice turn" in education and pedagogy offers unique perspectives on the nature of educational work. Through a plurality of "practice theories" deeper understandings emerge about a range of education and concepts, providing useful tools for advancing and developing practice theory in education and pedagogy.