Author: Greg Wiggan
Publisher: Rowman & Littlefield Publishers
ISBN: 9781475871005
Category : Culturally relevant pedagogy
Languages : en
Pages : 0
Book Description
Unbleaching the Curriculum investigates curriculum design, pedagogical omissions, and suppressed contributions of minoritized groups in schools and society to create greater diversity, equity, and inclusion (DEI).
Unbleaching the Curriculum
Author: Greg Wiggan
Publisher: Rowman & Littlefield Publishers
ISBN: 9781475871005
Category : Culturally relevant pedagogy
Languages : en
Pages : 0
Book Description
Unbleaching the Curriculum investigates curriculum design, pedagogical omissions, and suppressed contributions of minoritized groups in schools and society to create greater diversity, equity, and inclusion (DEI).
Publisher: Rowman & Littlefield Publishers
ISBN: 9781475871005
Category : Culturally relevant pedagogy
Languages : en
Pages : 0
Book Description
Unbleaching the Curriculum investigates curriculum design, pedagogical omissions, and suppressed contributions of minoritized groups in schools and society to create greater diversity, equity, and inclusion (DEI).
Unbleaching the Curriculum
Author: Greg A. Wiggan
Publisher: Rowman & Littlefield
ISBN: 1475871023
Category : Culturally relevant pedagogy
Languages : en
Pages : 171
Book Description
Unbleaching the Curriculum investigates curriculum design, pedagogical omissions, and suppressed contributions of minoritized groups in schools and society to create greater diversity, equity, and inclusion (DEI).
Publisher: Rowman & Littlefield
ISBN: 1475871023
Category : Culturally relevant pedagogy
Languages : en
Pages : 171
Book Description
Unbleaching the Curriculum investigates curriculum design, pedagogical omissions, and suppressed contributions of minoritized groups in schools and society to create greater diversity, equity, and inclusion (DEI).
Decolonizing the Classroom
Author: Jessica S. Krim
Publisher: Rowman & Littlefield
ISBN: 1793607672
Category : Education
Languages : en
Pages : 107
Book Description
Sixty-seven years after Brown V. Board of Education, public education is more segregated and entrenched in white supremacy than in the Jim Crow Era of this nation. The authors argue that an equitable education begins when we remove white supremacy from our teacher preparation programs. This book analyzes the multiple ways in which educator preparation programs continue to center whiteness and white supremacy. Innovative and affective practices are offered by the authors to enhance our educator preparation programs to center the lived experiences of students with marginalized identities in order to create a high-quality, equitable, educational experience.
Publisher: Rowman & Littlefield
ISBN: 1793607672
Category : Education
Languages : en
Pages : 107
Book Description
Sixty-seven years after Brown V. Board of Education, public education is more segregated and entrenched in white supremacy than in the Jim Crow Era of this nation. The authors argue that an equitable education begins when we remove white supremacy from our teacher preparation programs. This book analyzes the multiple ways in which educator preparation programs continue to center whiteness and white supremacy. Innovative and affective practices are offered by the authors to enhance our educator preparation programs to center the lived experiences of students with marginalized identities in order to create a high-quality, equitable, educational experience.
Remaking the Curriculum
Author: William Heard Kilpatrick
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 136
Book Description
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 136
Book Description
Teaching To Change The World
Author: Jeannie Oakes
Publisher: McGraw-Hill Humanities/Social Sciences/Languages
ISBN:
Category : Education
Languages : en
Pages : 584
Book Description
Provides a multicultural introduction to education and teaching - both its challenges and its joys. This text considers the values and politics that pervade education, and asks critical questions about how conventional thinking and practice came to be and who benefits from them.
Publisher: McGraw-Hill Humanities/Social Sciences/Languages
ISBN:
Category : Education
Languages : en
Pages : 584
Book Description
Provides a multicultural introduction to education and teaching - both its challenges and its joys. This text considers the values and politics that pervade education, and asks critical questions about how conventional thinking and practice came to be and who benefits from them.
Crisis in the Classroom
Author: Charles E. Silberman
Publisher:
ISBN:
Category :
Languages : en
Pages : 574
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 574
Book Description
Rethinking Our Classrooms
Author: Bill Bigelow
Publisher: Rethinking Our Classrooms
ISBN:
Category : Education
Languages : en
Pages : 264
Book Description
Readings, resources, lesson plans, and reproducible student handouts aimed at teaching students to question the traditional ideas and images that interfere with social justice and community building.
Publisher: Rethinking Our Classrooms
ISBN:
Category : Education
Languages : en
Pages : 264
Book Description
Readings, resources, lesson plans, and reproducible student handouts aimed at teaching students to question the traditional ideas and images that interfere with social justice and community building.
Standing Together
Author: Beverly J. Klug
Publisher: R&L Education
ISBN: 1610487877
Category : Education
Languages : en
Pages : 206
Book Description
The majority of American Indian students attend public schools in the United States. However, education mandated for American Indian students since the 1800s has been primarily education for assimilation, with the goal of eliminating American Indian cultures and languages. Indeed, extreme measures were taken to ensure Native students would “act white” as a result of their involvement with Western education. Today’s educational mandates continue a hegemonic “one-size-fits-all” approach to education. This is in spite of evidence that these approaches have rarely worked for Native students and have been extremely detrimental to Native communities. This book provides information about the importance of teaching American Indian students by bridging home and schools, using students’ cultural capital as a springboard for academic success. Culturally Responsive Pedagogy is explored from its earliest beginnings following the 1928 Meriam Report. Successful education of Native students depends on all involved and respect for the voices of American Indians in calling for education that holds high expectations for native students and allows them to be grounded in their cultures and languages.
Publisher: R&L Education
ISBN: 1610487877
Category : Education
Languages : en
Pages : 206
Book Description
The majority of American Indian students attend public schools in the United States. However, education mandated for American Indian students since the 1800s has been primarily education for assimilation, with the goal of eliminating American Indian cultures and languages. Indeed, extreme measures were taken to ensure Native students would “act white” as a result of their involvement with Western education. Today’s educational mandates continue a hegemonic “one-size-fits-all” approach to education. This is in spite of evidence that these approaches have rarely worked for Native students and have been extremely detrimental to Native communities. This book provides information about the importance of teaching American Indian students by bridging home and schools, using students’ cultural capital as a springboard for academic success. Culturally Responsive Pedagogy is explored from its earliest beginnings following the 1928 Meriam Report. Successful education of Native students depends on all involved and respect for the voices of American Indians in calling for education that holds high expectations for native students and allows them to be grounded in their cultures and languages.
The Curriculum Foundations Reader
Author: Ann Marie Ryan
Publisher: Palgrave Macmillan
ISBN: 9783030344276
Category : Education
Languages : en
Pages : 0
Book Description
This book brings readers into classrooms and communities to explore critical curriculum issues in the United States throughout the twentieth century by focusing in on the voices of teachers, administrators, students, and families. Framed by an enduring question about curriculum, each chapter begins with an essay briefly reviewing the history of topics such as student resistance, sociopolitical and culturally-centered curricula, curriculum choice, the place and space of curriculum, linguistic policies for sustaining cultural heritages, and grading and assessment. Multiple archival sources follow each essay, which allow readers to directly engage with educators and others in the past. This promotes an in-depth historical analysis of contemporary issues on teaching for social justice in the fields of curriculum studies and curriculum history. As such, this book considers educators in the past—their struggles, successes, and daily work—to help current teachers develop more historically conscious practices in formal and informal education settings.
Publisher: Palgrave Macmillan
ISBN: 9783030344276
Category : Education
Languages : en
Pages : 0
Book Description
This book brings readers into classrooms and communities to explore critical curriculum issues in the United States throughout the twentieth century by focusing in on the voices of teachers, administrators, students, and families. Framed by an enduring question about curriculum, each chapter begins with an essay briefly reviewing the history of topics such as student resistance, sociopolitical and culturally-centered curricula, curriculum choice, the place and space of curriculum, linguistic policies for sustaining cultural heritages, and grading and assessment. Multiple archival sources follow each essay, which allow readers to directly engage with educators and others in the past. This promotes an in-depth historical analysis of contemporary issues on teaching for social justice in the fields of curriculum studies and curriculum history. As such, this book considers educators in the past—their struggles, successes, and daily work—to help current teachers develop more historically conscious practices in formal and informal education settings.
Teaching through Challenges for Equity, Diversity, and Inclusion (EDI)
Author: Stephanie L. Burrell Storms
Publisher: Rowman & Littlefield
ISBN: 1475843402
Category : Education
Languages : en
Pages : 171
Book Description
Colleges and universities cannot ignore the increasingly diverse student population in their classrooms, and how a focus on equity, diversity, and inclusion across disciplines trains students in the intercultural awareness they will need in competitive job markets. Yet while faculty may be aware of a need to understand EDI goals in relationship to their disciplines, and institutions may support EDI in theory, the onus of pedagogical training in EDI often falls on individual faculty. This book was written by faculty and administrators for educators who value the goals of EDI, and seek an intellectual community to help them develop their practice. Important to this book is an honest discussion of common challenges faculty may face when they engage in this difficult work, and effective strategies for addressing those challenges. The chapters are grouped according to six different themes: respect for divergent learning styles; inclusion and exclusion; technology and social action; affective considerations; reflection for critical consciousness; and safe spaces and resistance.
Publisher: Rowman & Littlefield
ISBN: 1475843402
Category : Education
Languages : en
Pages : 171
Book Description
Colleges and universities cannot ignore the increasingly diverse student population in their classrooms, and how a focus on equity, diversity, and inclusion across disciplines trains students in the intercultural awareness they will need in competitive job markets. Yet while faculty may be aware of a need to understand EDI goals in relationship to their disciplines, and institutions may support EDI in theory, the onus of pedagogical training in EDI often falls on individual faculty. This book was written by faculty and administrators for educators who value the goals of EDI, and seek an intellectual community to help them develop their practice. Important to this book is an honest discussion of common challenges faculty may face when they engage in this difficult work, and effective strategies for addressing those challenges. The chapters are grouped according to six different themes: respect for divergent learning styles; inclusion and exclusion; technology and social action; affective considerations; reflection for critical consciousness; and safe spaces and resistance.