Author: Karen Monkman Publisher: Routledge ISBN: 1000541185 Category : Education Languages : en Pages : 300
Book Description
This book explores the impacts on personal and professional, local and global forms of belonging in educational spaces amidst rapid changes shaped by globalization. Encouraging readers to consider the idea of belonging as an educational goal as much as a guiding educational strategy, this text forms a unique contribution to the field. Drawing on empirical and theoretical analyses, chapters illustrate how educational experience informs a sense of belonging, which is increasingly juxtaposed against a variety of global dynamics including neoliberalism, transnationalism, and global policy and practice discourses. Addressing phenomena such as refugee education, large-scale international assessments, and study abroad, the volume’s focus on ten countries including Japan, Sierra Leone, and the US demonstrates the complexities of globalization and illuminates possibilities for supporting new constructions of belonging in rapidly globalizing educational spaces. This text will benefit researchers, academics, and educators with an interest in international and comparative education, multicultural education, and educational policy more broadly. Those interested in the sociology of education and cultural studies within education will also benefit from this volume.
Author: Becki Cohn-Vargas Publisher: Corwin Press ISBN: 1071835807 Category : Education Languages : en Pages : 305
Book Description
Lead an identity safe learning community where students of all backgrounds thrive Students of all backgrounds reach their full potential when they feel a sense of belonging and inclusion. When their social identities are valued as assets rather than barriers to learning, they flourish. This guide provides evidence-based strategies that support you as a leader in creating an environment that promotes identity safe students, who experience a challenging curriculum that respects their diverse social identities. Features in the book include: Guiding principles for student voice, equalizing status and cultivating acceptance across race, ethnicity, gender and other differences Ideas and examples for anti-racist dialogue and activities for teachers and students that counter colorblind practices, stereotype threat and biases Vignettes, and examples of identity safe practices for students and adult learning for staff, families and the community Systems for student-centered assessment and data collection Resources for developing equitable school policies and a comprehensive identity safety plan for your school Educators fulfill the promise of an equitable education when students of all backgrounds know that who they are and what they think matters. Start the journey to become an identity safe school and see the results for yourself! “Belonging and Inclusion in Identity Safe Schools: A Guide for Educational Leaders is a timely and important book. For several years, the nation′s schools have been asked to focus their energies on raising student achievement. However, too often educators have ignored the need to honor, support and affirm the identities of the students they serve. For educators who serve children of color, particularly Black, Native American and Latinx children who are often subject to overt and covert forms of forced assimilation, this book will be an invaluable resource on how to create learning opportunities that make it possible for such children to thrive.” ~Pedro Noguera, Dean of Rossier School of Education, University of Southern California “Bravo to authors Cohn-Vargas, Gogolewski, Creer Kahn, and Epstein for their ground-breaking book on Identify Safe Schools for Administrators and Teacher and Staff Leaders! They provide much-needed evidence for educators to elevate and even inspire the equity, empowerment, and academic growth needed to wholly support all children to flourish in school and their lives.” ~Debbie Zacarian, Director, Zacarian and Associates
Author: Trine Øland Publisher: Taylor & Francis ISBN: 1000640248 Category : Education Languages : en Pages : 138
Book Description
This book explores how everyday life within educational institutions changes in response to ideas of interdisciplinarity at policy level. It provides new insights into different configurations of interdisciplinarity, which traverses all levels of the Danish educational system. Offering a novel perspective to interdisciplinarity in terms of its configurations, the book discusses the Danish educational system and its current transformations, showing how progressive ideas are entangled with new forms of accountability and complex responsibilities. It identifies the concrete challenges that interdisciplinarity is expected to solve, and the organizational changes resulting from the solutions introduced, arguing that interdisciplinarity in education is neither a uniform or consistent process, nor are the kinds of disciplining it may yield. This book will appeal to academics, researchers, and post-graduate students in the fields of interdisciplinary education, pedagogy, comparative education and northern European educational and welfare systems.
Author: Karen Monkman Publisher: Taylor & Francis ISBN: 1000620735 Category : Education Languages : en Pages : 240
Book Description
This volume offers a timely collection of research-based studies that engage with contemporary conditions of precarity across an array of locations, exploring how it is understood, experienced, and acted upon by educators in schools, universities, and nonformal educational spaces. Precarity presents as layered, unpredictable, destabilizing, and rapidly shifting sociopolitical and economic dynamics, shown here in various forms, including the global pandemic, divisive populist politics, displacement of refugees and the landless, race and gender injustices, and neoliberal policies that constrain educational and social possibilities. Grouped around reflection, educational practice, and social activism, the authors show how educators engage these precarious conditions as they work toward a more interconnected, humane, and just society. This text will benefit researchers, academics, and educators with an interest in social foundations of education, multicultural and social justice education, educational policy, and international and comparative education, sociology and anthropology of education, and cultural studies within education, among other fields.
Author: Christine Halse Publisher: Springer ISBN: 3319752170 Category : Education Languages : en Pages : 350
Book Description
In an era when many young people feel marginalized and excluded, this is the first comprehensive, critical account to shed new light on the trouble of ‘belonging’ and how young people in schools understand, enact and experience ‘belonging’ (and non-belonging). It traverses diverse dimensions of identity, including gender and sexuality; race, class, nation and citizenship; and place and space. Each section includes a provocative discussion by an eminent and international youth scholar of youth, and is essential reading for anyone involved with young people and schools. This book is a crucial resource and reference for sociology of education courses at all levels as well as courses in student inclusion, equity and student well-being.
Author: D. Brent Edwards Jr. Publisher: Taylor & Francis ISBN: 100062207X Category : Education Languages : en Pages : 215
Book Description
This text explores how the dynamics of globalization and privatization have influenced State policy and impacted education reform in Honduras. It makes the argument that understanding education reform in post-colonial contexts requires that scholars go beyond a surface-level description of such trends as privatization to consider, in addition, the ways that the logics, practices, and relationships that characterized colonialism continue to be embedded in the apparatus of modern States. The first part of the volume documents historical trends and the evolution of privatisation in Honduras, while the second part explicitly engages in an extended discussion of State theory, before shifting to present a framework for depicting how these logics are the foundational layer upon which states and global governance have been constructed. The framework draws upon scholarship from political economy, world systems, and post-colonialism to depict the "ethos of privatization" at the core of post-colonial States, wherein what drives the system is private benefit, in the interest of individuals and their networks, but not in the interest of those outside the State. Applying this unique framework to the case of Honduras and offering empirical analysis of the Honduran education sector, the changing role and priorities of the State, and the increasing involvement of international organizations, NGOs, and private actors in the provision of education, the text increases understanding of how State theory interacts with broader global dynamics to impact education. This text will benefit researchers, academics, and educators with a focus on international and comparative education, policy analysis, globalization, and international development.
Author: Andrew Harrison Publisher: Routledge ISBN: 1134481977 Category : Architecture Languages : en Pages : 312
Book Description
The whole landscape of space use is undergoing a radical transformation. In the workplace a period of unprecedented change has created a mix of responses with one overriding outcome observable worldwide: the rise of distributed space. In the learning environment the social, political, economic and technological changes responsible for this shift have been further compounded by constantly developing theories of learning and teaching, and a wide acceptance of the importance of learning as the core of the community, resulting in the blending of all aspects of learning into one seamless experience. This book attempts to look at all the forces driving the provision and pedagogic performance of the many spaces, real and virtual, that now accommodate the experience of learning and provide pointers towards the creation and design of learning-centred communities. Part 1 looks at the entire learning universe as it now stands, tracks the way in which its constituent parts came to occupy their role, assesses how they have responded to a complex of drivers and gauges their success in dealing with renewed pressures to perform. It shows that what is required is innovation within the spaces and integration between them. Part 2 finds many examples of innovation in evidence across the world – in schools, the higher and further education campus and in business and cultural spaces – but an almost total absence of integration. Part 3 offers a model that redefines the learning landscape in terms of learning outcomes, mapping spatial requirements and activities into a detailed mechanism that will achieve the best outcome at the most appropriate scale. By encouraging stakeholders to creating an events-based rather than space-based identity, the book hopes to point the way to a fully-integrated learning landscape: a learning community.
Author: Dorothy M. Steele Publisher: Corwin Press ISBN: 1452230900 Category : Education Languages : en Pages : 233
Book Description
This practitioner-focused guide to creating identity-safe classrooms presents four categories of core instructional practices: Child-centered teaching ; Classroom relationships ; Caring environments ; Cultivating diversity. The book presents a set of strategies that can be implemented immediately by teachers. It includes a wealth of vignettes taken from identity-safe classrooms as well as reflective exercises that can be completed by individual teachers or teacher teams.
Author: Sarah Pinto Publisher: Springer ISBN: 9811367299 Category : Social Science Languages : en Pages : 307
Book Description
This book brings together researchers from different fields, traditions and perspectives to examine the ways in which place and space might (be) unsettle(d). Researchers from across the humanities and social sciences have been drawn to the study of place and space since the 1970s, and the term ‘unsettled’ has been an occasional but recurring presence in this body of scholarship. Though it has been used to invoke a range of meanings, from the dangerous to the liberating, the term itself has rarely been at the centre of sustained examination. This collection highlights the idea of the unsettled in the scholarly investigation of place and space. The respective chapters offer a dialogue between a diverse and eclectic group of researchers, crossing significant disciplinary and interdisciplinary boundaries in the process. The purpose of the collection is to juxtapose a range of different approaches to, and perspectives on, the unsettling of place and space. In doing so, Interdisciplinary Unsettlings of Place and Space makes an important contribution and offers new insights into how scholarship and research into different fields and practices may help us re-envision place and space.
Author: Iheoma U. Iruka Publisher: Teachers College Press ISBN: 0807768022 Category : Education Languages : en Pages : 169
Book Description
This timely book will help early care and education teachers, leaders, administrators, coaches, and staff deliver on the promise of high-quality education for all children. The authors provide inspiration, practical tools, and resources through the culturally responsive, anti-bias, anti-racist (CRABAR) framework. This teacher-friendly text shows how to engage in self-inquiry and evaluate current classroom practices while embedding new ones that advance the learning and well-being of children, especially those from minoritized and poor communities. Readers will find tools and assessments to support the implementation of culturally grounded practices that will improve outcomes for diverse children in early childhood settings and systems. This book connects history to current events, supports self-inquiry, encourages a shift in mindset and, most importantly, offers guidance for creating affirming and joyful spaces for young children to learn. Book Features: Presents a problem and asks readers to discuss how they would resolve it. "Educators' Corner" encourages teachers to think about how they are a product of the beliefs, values, and social-political history of their cultural group. "Now What?" sections help teachers to problem-solve how they might react during difficult situations.
Author: Karen Monkman
Author: Becki Cohn-Vargas
Author: Trine Øland
Author: Karen Monkman
Author: Christine Halse
Author: D. Brent Edwards Jr.
Author: Andrew Harrison
Author: Dorothy M. Steele
Author: Sarah Pinto
Author: Iheoma U. Iruka