Author: Lettie Ramírez Publisher: Allyn & Bacon ISBN: Category : Education Languages : en Pages : 244
Book Description
Integrating concepts of multicultural education, transformative education, and critical literacy based on the foundations of critical pedagogy, contributors to this volume present 12 essays addressing such themes as empowerment in reading and writing; enhancing the curriculum using critical fine ar
Author: Akwasi Asabere-Ameyaw Publisher: Springer ISBN: 9462096597 Category : Education Languages : en Pages : 256
Book Description
There is no term so heavily contested in social science literature/nomenclature than ‘Development’. This book brings Indigenous perspectives to African develop¬ment. It is argued that contrary to development as we know it not working, a greater part of the problem is that conventional development approaches that work have in fact not truly been followed to the letter and hence the quagmire. All this is ironic since everything we do about our world is development. So, how come there is “difficult knowledge” when it comes to learning from what we know, i.e., what local peoples do and have done for centuries as a starting point to recon¬structing and reframing ‘development’? In getting our heads around this paradox, we are tempted to ask more questions. How do we as African scholars and research¬ers begin to develop “home-grown solutions” to our problems? How do we pioneer new analytical systems for understanding our communities and offer a pathway to genuine African development, i.e., Indigenist African development? (see also Yankah, 2004). How do we speak of Indigenist development mindful of global developments and entanglements around us? Can we afford to pursue development still mired in a “catch up” scenario? Are we in a race with the development world and where do we see this race ending or where do we define as the ‘finishing line’? A Publication of the Centre for School and Community Science and Technology Studies [SACOST], University of Education, Winneba, Ghana
Author: David Capuzzi Publisher: John Wiley & Sons ISBN: 1119026946 Category : Psychology Languages : en Pages : 506
Book Description
In the latest edition of this best-selling text, David Capuzzi and Douglas Gross, along with 24 experts in the field provide a prevention–intervention paradigm to address contemporary issues facing today’s youth. Written from a systemic perspective, this book offers guidance in helping teens who are struggling with the complex challenges that can be brought on by peers, family members, and difficult social environments. Part 1 presents information on at-risk population identification, causal factors of problematic behaviors, and promotion of resiliency in youth. Part 2 examines the development of at-risk behaviors relating to dysfunctional family dynamics, low self-esteem, depression, mood disorders, and stress and trauma. Part 3 explores the behaviors most often identified as placing youth at risk, such as eating disorders, suicidal preoccupation, teen sexuality, gang membership, school violence, substance abuse, homelessness, school dropout, and bullying, as well as the unique strengths of and stressors faced by multiracial and LGBTQ youth. Case studies illustrate prevention efforts from individual, family, school, and community perspectives, and text sidebars create greater reader self-awareness and enhance the understanding of the concepts, skills, and applications of the chapter material. A complimentary test manual and PowerPoint slides for instructors’ use are available by written request to ACA. *Requests for digital versions from the ACA can be found on wiley.com. *To request print copies, please visit the ACA website here. *Reproduction requests for material from books published by ACA should be directed to [email protected].
Author: Ming Fang He Publisher: SAGE Publications ISBN: 1483346676 Category : Education Languages : en Pages : 553
Book Description
The SAGE Guide to Curriculum in Education integrates, summarizes, and explains, in highly accessible form, foundational knowledge and information about the field of curriculum with brief, simply written overviews for people outside of or new to the field of education. This Guide supports study, research, and instruction, with content that permits quick access to basic information, accompanied by references to more in-depth presentations in other published sources. This Guide lies between the sophistication of a handbook and the brevity of an encyclopedia. It addresses the ties between and controversies over public debate, policy making, university scholarship, and school practice. While tracing complex traditions, trajectories, and evolutions of curriculum scholarship, the Guide illuminates how curriculum ideas, issues, perspectives, and possibilities can be translated into public debate, school practice, policy making, and life of the general public focusing on the aims of education for a better human condition. 55 topical chapters are organized into four parts: Subject Matter as Curriculum, Teachers as Curriculum, Students as Curriculum, and Milieu as Curriculum based upon the conceptualization of curriculum commonplaces by Joseph J. Schwab: subject matter, teachers, learners, and milieu. The Guide highlights and explicates how the four commonplaces are interdependent and interconnected in the decision-making processes that involve local and state school boards and government agencies, educational institutions, and curriculum stakeholders at all levels that address the central curriculum questions: What is worthwhile? What is worth knowing, needing, experiencing, doing, being, becoming, overcoming, sharing, contributing, wondering, and imagining? The Guide benefits undergraduate and graduate students, curriculum professors, teachers, teacher educators, parents, educational leaders, policy makers, media writers, public intellectuals, and other educational workers. Key Features: Each chapter inspires readers to understand why the particular topic is a cutting edge curriculum topic; what are the pressing issues and contemporary concerns about the topic; what historical, social, political, economic, geographical, cultural, linguistic, ecological, etc. contexts surrounding the topic area; how the topic, relevant practical and policy ramifications, and contextual embodiment can be understood by theoretical perspectives; and how forms of inquiry and modes of representation or expression in the topic area are crucial to develop understanding for and make impact on practice, policy, context, and theory. Further readings and resources are provided for readers to explore topics in more details.
Author: Holly Johnson Publisher: Corwin Press ISBN: 1452294585 Category : Education Languages : en Pages : 112
Book Description
The authors present a research-based approach for building reading self-efficacy and focus on four concepts necessary to learners' literacy success: confidence, independence, metacognition, and stamina.
Author: Christian C. Anyanwu Publisher: Author House ISBN: 1468530291 Category : Political Science Languages : en Pages : 257
Book Description
The withdrawal of imperial colonizers from Africa in the second half of the 20th century precipitated the need for newly independent African nations to establish political, economic, and social structures that would ensure the development of cohesive, stable, and functional nations. While Africans yearned for independence, once granted, the challenges of nation-building became apparent immediately. Nigeria, like many African nations, has stumbled through the early postcolonial period with no clear post-colonial direction, dashing the hopes of its people and undermining confidence in its future. This book makes the case that the protracted decades of underdevelopment in Africa, and especially Nigeria, is traceable to a crisis of leadership that has crystallized in the institutionalization of organized corruption as part of its professional ethos. It argues that as a direct consequence of such practices over several decades, the population has been dehumanized. The situation of Africa in general, and Nigeria in particular, has been deemed so inimical and colossal that Justice Oputas panel advised a program of moral action from kindergarten right through to the entire polity (Report of the Human Rights Violations Investigation Commission, 2002). This is an indictment on the Nigerian population, and rightly so because for more than 40 years after independence, the country has been through a spiraling crisis in leadership and corruption such that massive looting of the national treasure is unprecedented in the history of developing countries. So many attempts have been made in search of national ideology that might spur development. This writer is proposing, in this vein, the implementation of a Conscientization philosophy similar to Paulo Freires as a viable ideology that would arrest and reverse the deteriorating situation. Freires thought was influenced largely by socio Economic and political situations in Brazil. These same ugly and dehumanizing conditions are now generally characteristic of Nigeria. Hence, Freires education as practice of freedom is very relevant to the Nigerian situation. This dissertation elaborates how to develop and implement the Conscientization philosophy and shows why it would be extraordinarily appropriate in Nigeria in such a way as to contribute to the good society.
Author: Mary Clare Powell Publisher: Peter Lang ISBN: 9780820463025 Category : Art Languages : en Pages : 252
Book Description
Authors show that teaching of art stimulates social changes among the participants of the communities in the Far East and Africa, schools and community arts organizations. Attention is also given to how art can support the skills, confidence, and empowerment of the participants.
Author: Lia Bryant Publisher: Routledge ISBN: 131715763X Category : Social Science Languages : en Pages : 250
Book Description
Social work research is concerned with complex social issues closely connected to communities of people who are marginalized and oppressed. This volume develops critical and creative research methodologies that place questions of social justice at their centre and take innovative approaches to collecting, analysing, interpreting and presenting research data. The first section of the book examines textual data produced from an array of methodologies focused on the spoken and/or written word. These approaches allow those who are often silenced to speak by providing space and time to capture memory and meanings that may not come to light in a time driven structured research method like an interview or a questionnaire. The second section of the book discusses visual methods, including an examination of historical artefacts like, photographs and objects, and participant engagement with art, specifically clay sculpture and drawings. Both sets of methods examine the concept of ’time’, that is, how we understand time, as in our past memories, how we develop relationships and knowledge over time. These creative and critical methods provide new insights into ways of undertaking social research in social work which captures the complexity of social experiences, problems and meanings that are, more often than not, embedded in time and place.
Author: Christine Sleeter Publisher: Teachers College Press ISBN: 0807774626 Category : Education Languages : en Pages : 225
Book Description
How can teachers learn to teach rich, academically rigorous multicultural curricula under current standardization constraints? In her new book, Christine Sleeter offers a much-needed framework to help teachers take on this challenge. By contrasting key curricular assumptions with those of multicultural education, she reveals the aspects they share as well as the conceptual and political differences between them. Sleeter makes a strong case for what teachers can do to un-standardize knowledge in their own classrooms, while working toward high standards of academic achievement. Features: Detailed portraits of activist teachers committed to multicultural education, including the constraints and challenges they face.Guidance for teachers who want to develop their classroom practice, illustrating the possibilities and spaces teachers have within a standardized curriculum.A field-tested conceptual framework that elaborates on the following elements of curriculum design: ideology, enduring ideas, democratized assessment, transformative intellectual knowledge, students and their communities, intellectual challenge, and curriculum resources.
Author: Sarah Warshauer Freedman Publisher: Teachers College Press ISBN: 9780807738405 Category : Education Languages : en Pages : 294
Book Description
Here, a national team of teacher researchers address the difficult issues of race and ethnicity in the classroom. Experienced English and social studies teachers from four multicultural settings -- Boston, Chicago, New Orleans, and San Francisco -- grapple with how best to meet the literacy learning needs of an increasingly diverse school population. They deal with a variety of real issues within a culturally responsive framework, such as: -- Confronting issues of race and ethnicity in literature, within classrooms, and in a larger community -- Helping students deal with neighborhood violence and conditions of poverty -- Designing a multicultural curriculum -- Creating an emotionally safe classroom -- Fostering peer relations among faculty members.
Author: Lettie Ramírez
Author: Akwasi Asabere-Ameyaw
Author: David Capuzzi
Author: Ming Fang He
Author: Holly Johnson
Author: Christian C. Anyanwu
Author: Mary Clare Powell
Author: Lia Bryant
Author: Christine Sleeter
Author: Sarah Warshauer Freedman