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Reflections on Equity Diversity Schooling

Reflections on Equity  Diversity    Schooling Author Maria Pacino
ISBN-10 9781461626763
Release 2007-10-29
Pages 114
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Equity, diversity, and social justice are the values to which global democracies aspire. These elements have strong implications for our children and their schools. They are truly timely issues for all educators. The experiences of the author as a teacher, mother, and immigrant are woven throughout the text. This work is a compilation of essays that address the issues of schooling in relationship to diversity and literacy in pluralistic democracies. The essays offer theoretical perspectives, suggestions for practice, and useful resources to ensure an equitable education for all children. This book encourages educators to reflect on their role as agents of change in schools, and advocates of social justice.

Internationalizing Teaching and Teacher Education for Equity

Internationalizing Teaching and Teacher Education for Equity Author Jubin Rahatzad
ISBN-10 9781681236629
Release 2016-09-01
Pages 237
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In Internationalizing Teaching and Teacher Education for Equity: Engaging Alternative Knowledges Across Ideological Borders, editors Jubin Rahatzad, Hannah Dockrill, JoAnn Phillion, and Suniti Sharma, present a collection of teacher educators’ cross?cultural perspectives on the formation of knowledge through the internationalization of teacher education. Each chapter contributes to ongoing discussions about the process of internationalization in teacher education, and the impact of crossing ideological boundaries on the practice of teaching and teacher education. The varied perspectives that authors offer establish the importance of ideological travel as imperative to preparing internationally competent educators. This collection seeks to engage readers in a variety of critical reflections on the often?presumed benefits of internationalization in teacher education. Through questioning the presumed benefits of globalization as a hegemonic ideology, readers will encounter alternative perspectives that demonstrate the possibility of thinking otherwise. The diverse perspectives available in this book broaden theory, research, and practice, working toward more critical spaces of engagement with the process of internationalization. This collection intends to challenge the maintenance of the dominant ideologies internationally through research from a multiplicity of backgrounds. Each chapter is informed by the authors’ commitment to an ethical practice within teacher education for the purpose of constructing equitable social relations, understanding the process of internationalizing teacher education as a social justice movement. Opportunities and challenges within international teacher education are offered to inspire meaningful praxis. Planetary understandings inform readers through critical examinations of theory, research, and practice for the purpose of equitable social and educational transformations.

Critical Reflections on Career Education and Guidance

Critical Reflections on Career Education and Guidance Author Barrie A. Irving
ISBN-10 9781134345984
Release 2004-01-01
Pages 216
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First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.

Doing Multicultural Education for Achievement and Equity

Doing Multicultural Education for Achievement and Equity Author Carl A. Grant
ISBN-10 9780415951845
Release 2007
Pages 267
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A multicultural education textbook designed to help teachers-in-training prepare for increasingly diverse classrooms offers a unique approach which encourages the reader to interact with the text through reflection exercises, critiques, and dialogues.

The Evolution of American Women s Studies

The Evolution of American Women   s Studies Author A. Ginsberg
ISBN-10 9780230616677
Release 2008-11-10
Pages 239
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This book is comprised of reflections by diverse women's studies scholars, focusing on the many ways in which the field has evolved from its first introduction in the University setting to the present day.

Culturally Responsive and Socially Just Leadership in Diverse Contexts

Culturally Responsive and Socially Just Leadership in Diverse Contexts Author Ann E. Lopez
ISBN-10 9781137533395
Release 2016-12-08
Pages 138
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This book offers workable frameworks and theory that school leaders can use to guide their work and engage in critical reflection. Lopez reconceptualises student engagement from an equity and diversity perspective and looks at ways that leaders can be supported on their journey through collaborative mentorship, while bridging the theory to practice gap.

Book Review Index 2009

Book Review Index 2009 Author Dana Ferguson
ISBN-10 1414419120
Release 2009-08
Pages 1262
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Book Review Index 2009 has been writing in one form or another for most of life. You can find so many inspiration from Book Review Index 2009 also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Book Review Index 2009 book for free.

Gendered Voices

Gendered Voices Author H.B. Holmarsdottir
ISBN-10 9789462091375
Release 2013-02-11
Pages 190
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Internationally, there is growing awareness that the target of Education for All by 2015 will not be met unless more strident efforts are made to improve access for marginalized, hard-to-reach children (most often girls). For almost four decades gender equality in education has been one of the key global concerns and as a result various organizations at national and international levels along with governments have initiated programs focusing on achieving gender equality, women’s empowerment and improving girls’ access to education. By focusing on access alone (i.e. gender parity) we may not understand how education can be used to achieve empowerment and influence cultural practices that are gender insensitive. In this volume we attempt to call into question the content of gender equality as simple parity and in doing so we reflect upon the following questions: • Do the global (macro) discourses on gender equality in education lead to a focus on numbers only or to more profound sustainable changes at the national (meso) level and the school (micro) level? • To what extent have national policies been adjusted to reflect the global discourses on gender equality? • Are schools/classrooms (micro) expected to adjust to these global discourses and if so in what ways has this happened? • What are the challenges of providing access to good quality education for girls in both countries? • Is there a dichotomy between the schools/classrooms on the one hand and the community on the other in terms of gender equality/equity? • To what extent is gender equality/equity imposed upon schools and communities and does it take into account the cultural practices in traditional communities? Key words: Gender equality, education, Global vs. local concerns 3 selling points: • The volume highlights that although research has shown how global educational policies homogenize national educational policies and are therefore playing what can be termed a neo-colonial role in identifying pivotal themes and topics in education across the world such as gender equality, literacy and quality education in local contexts, they are often steeped in a Western logic which is not always culturally relevant or conducive. Making global recommendations for education across cultures and places is thus not always unproblematic. • The volume highlights that a push for girls’ schooling must navigate wisely in sensitive terrain where complex contextual aspects must be understood and taken into account. Girls’ attendance and retention in school are important first steps in the struggle for epistemic access, but must be followed by serious deliberations about what kind of school and what kind of knowledge in the schools is appropriate, and about equality and equity. • The volume attempts to understand how the global gender goals in education affect both local policies and local practice and in doing so it attempts to question the simple focus on access only.

Inequality in the Promised Land

Inequality in the Promised Land Author R. L’Heureux Lewis-McCoy
ISBN-10 9780804792455
Release 2014-06-25
Pages 232
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Nestled in neighborhoods of varying degrees of affluence, suburban public schools are typically better resourced than their inner-city peers and known for their extracurricular offerings and college preparatory programs. Despite the glowing opportunities that many families associate with suburban schooling, accessing a district's resources is not always straightforward, particularly for black and poorer families. Moving beyond class- and race-based explanations, Inequality in the Promised Land focuses on the everyday interactions between parents, students, teachers, and school administrators in order to understand why resources seldom trickle down to a district's racial and economic minorities. Rolling Acres Public Schools (RAPS) is one of the many well-appointed suburban school districts across the United States that has become increasingly racially and economically diverse over the last forty years. Expanding on Charles Tilly's model of relational analysis and drawing on 100 in-depth interviews as well participant observation and archival research, R. L'Heureux Lewis-McCoy examines the pathways of resources in RAPS. He discovers that—due to structural factors, social and class positions, and past experiences—resources are not valued equally among families and, even when deemed valuable, financial factors and issues of opportunity hoarding often prevent certain RAPS families from accessing that resource. In addition to its fresh and incisive insights into educational inequality, this groundbreaking book also presents valuable policy-orientated solutions for administrators, teachers, activists, and politicians.

Spirituality Education Society

Spirituality  Education   Society Author Njoki N. Wane
ISBN-10 9789460916038
Release 2011-10-29
Pages 246
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Spirituality, education and society: An integrated approach argues the value of spirituality in education as a way to address the lived experiences and personal knowledge of students, with the goal of creating a more holistic, transformative educational process. This edited volume has a wide array of viewpoints which all point to the importance of spirituality in the authors’ personal lives, their communities and society at large. Spirituality is conceptualised as a base from which to challenge dominant forms of knowing, while in the process being able to center and engage with an important aspect of the student that has been missing from current evaluations – their spiritual selves.Within the diversity of this volume it becomes evident that spirituality cannot be confined to a singular definition and that educators must be willing to create spaces to foster spiritual growth and exploration if we are to break away from the commoditized, disempowering system that is so dominant today. This edited collection is a valuable resource for students, practitioners, educators and administrators who wish to engage in transformational schooling. Its multidisciplinary approach engages ideas around critical pedagogy, sociology of education, and inclusive schooling. There is an increasing need for exploring novel paradigms of studying education in the context of the dynamics that straddle social, economic and technological processes that have come to characterize the world in recent years. This book is a timely contribution in this respect as its focus transcends hitherto applied approaches that depend largely on western orientation. The book breaks new grounds in studying education and society that find significant relevance in societies that are marginalized by the dominant western understanding. The authors draw from the rich heritage of spirituality that is akin to the non-western social paradigms to develop a rigorous but creative concept of schooling. I am sure practitioners, researchers and students of education will find it a valuable source of practical and theoretical information that would widen their horizon of understanding of sociology of education. - Tom Mongare Ndege, PhD, Moi University, Kenya The editors have compiled a brilliant collection of essays. Each piece of scholarly work shows how spirituality is a paramount part of our everyday lives and is connected to teaching, learning, living and healing. This is a timely and most relevant work that is sure to spur critical dialogue and discussion. This collection shows that while the spirit may be wounded it can never be broken. - Erica Neeganagwedgin, PhD, University of Toronto

The Professional Teacher The Preparation and Nurturance of the Reflective Practitioner

The Professional Teacher  The Preparation and Nurturance of the Reflective Practitioner Author Kay A. Norlander-Case
ISBN-10 0787945609
Release 1999-07-02
Pages 240
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From the AgAnda for Education in a Democracy Series Sponsored by the National Network for Educational Renewal "This book is comprehensive in its account of what goes into the substance and process of preparing the professional educator, from selection to induction into teaching. The story that unfolds in the collaboration of the University of Connecticut and several schools is one of redesigning virtually every component into something quite different from what existed before without stopping the traffic of future teachers from crossing the bridge to practice." --from the Foreword by John I. Goodlad, codirector, Center for Educational Renewal, University of Washington, and president, Institute for Educational Inquiry This practical volume redefines teaching as a profession with pronounced service and moral dimensions. The Professional Teacher shows how this new paradigm can be instilled in teacher education programs and in teaching practice. The authors argue that the practice of teaching requires much more than knowledge and technical competence. It calls for reflection and inquiry, a dedication to democratic principles, and a strong commitment to educational renewal and change. The authors reveal how teacher education can be structured to emphasize the moral and service responsibilities of the profession--especially by forging close ties with local schools and communities--to produce caring and effective teachers. Richly illustrated with research and real-life examples of good practice, The Professional Teacher proposes a new standard that focuses on preparing teachers for a climate of school renewal and change.

Comparative education

Comparative education Author Charl C. Wolhuter
ISBN-10 0627026753
Release 2007-02-15
Pages 267
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Comparative education has been writing in one form or another for most of life. You can find so many inspiration from Comparative education also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Comparative education book for free.

Inclusive Education

Inclusive Education Author Vicky Plows
ISBN-10 9789463008662
Release 2017-07-13
Pages 256
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"Inclusive education has emerged internationally over the past thirty years as a way of developing democratic citizenship. Core to inclusive principles are that improved equity in education can only be achieved by eliminating the economic, cultural and physical barriers that currently impede learning for particular students.To strengthen inclusive practice to this end inexorably requires that we attempt to make sense of it in its current form: to examine how it is enacted in educational settings from early childhood, schools, and communities and further and higher education; to contemplate the restrictions that it might inadvertently create; and to consider its effects on members of educational communities.Contributions to this edited collection represent diverse perspectives, yet share a commitment to challenging existing forms of educational marginalisation through policy, practice, theory and pedagogy. The chapters emerged from discussions at the inaugural Inclusive Education Summit that was held at Victoria University, Australia in 2015. They present research that was conducted in Australia, New Zealand, Indonesia, Bangladesh, Spain and the UK—illustrating transnational interests and diverse approaches to practice.Presented in four sections—provocations, pushing boundaries, diverse voices, and reflections, the chapters explore everyday practice across a range of contexts: from educating culturally and linguistically diverse, refugee, and/or socially and economically disadvantaged students, to issues of diversity brought about by and through gender, giftedness and disability. The book will appeal to academics, students and practitioners in disciplines including: education, sociology, social work, social policy, early childhood, disability studies, and youth studies."

Case Studies on Diversity and Social Justice Education

Case Studies on Diversity and Social Justice Education Author Paul C. Gorski
ISBN-10 9781135123994
Release 2013-11-07
Pages 176
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Case Studies on Diversity and Social Justice Education offers pre- and in-service educators an opportunity to analyze and reflect upon a variety of realistic case studies related to educational equity and social justice. Each case, written in an engaging, narrative style, presents a complex but common classroom scenario in which an inequity or injustice is in play. These cases allow educators to practice the process of considering a range of contextual factors, checking their own biases, and making immediate- and longer-term decisions about how to create and sustain equitable learning environments for all students. The book begins with a seven-point process for examining case studies. Largely lacking from existing case study collections, this framework guides readers through the process of identifying, examining, reflecting on, and taking concrete steps to resolve challenges related to diversity and equity in schools. The cases themselves present everyday examples of the ways in which racism, sexism, homophobia and heterosexism, class inequities, language bias, religious-based oppression, and other equity and diversity concerns affect students, teachers, families, and other members of our school communities. They involve classroom issues that are relevant to all grade levels and all content areas, allowing significant flexibility in how and with whom they are used. Although organized topically, the intersection of these issues are stressed throughout the cases, reflecting the multi-faceted way they play out in real life. All cases conclude with a series of questions to guide discussion and a section of facilitator notes, called points for consideration. This unique feature provides valuable insight for understanding the complexities of each case.

Reflections on the Future Development of Education

Reflections on the Future Development of Education Author
ISBN-10 9231022350
Release 1984
Pages 123
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Reflections on the Future Development of Education has been writing in one form or another for most of life. You can find so many inspiration from Reflections on the Future Development of Education also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Reflections on the Future Development of Education book for free.

Teaching for Equity and Diversity Research to Practice

Teaching for Equity and Diversity   Research to Practice Author Rovell Patrick Solomon
ISBN-10 1551302462
Release 2003
Pages 211
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This book is the first national study of Canadian educators' perspectives and practices of multicultural and anti-racism education. It explores teachers' perspectives on race and ethno-cultural equity, and offers solutions for some of the most pressing social justice and diversity issues facing educators in contemporary Canadian schools and society. Solomon and Levine-Rasky suggest that the ineffectiveness of professional development initiatives to move educators from a posture of resistance to one of transformation points to the need for a more progressive antiracism teacher education pedagogy. Based on a proven Urban Diversity Teacher Education model, this book provides theoretically driven practices for simultaneous renewal of teacher education in the university, partnership schools and the communities they serve. It links the sensitive issues of race, ethnicity and culture to broader equity, social justice and diversity themes in Canadian society and institutions. Teaching for Equity and Diversity will be useful to teachers, graduate students in education, teacher educators and cultural workers who are committed to inclusive and democratic schooling.

Eighth Grade Students Reflections on the Relationship Between Art Culture and Self

Eighth Grade Students  Reflections on the Relationship Between Art  Culture and Self Author Barbara Rogers Bridges
ISBN-10 MINN:31951P005034061
Release 1996
Pages 370
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Eighth Grade Students Reflections on the Relationship Between Art Culture and Self has been writing in one form or another for most of life. You can find so many inspiration from Eighth Grade Students Reflections on the Relationship Between Art Culture and Self also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Eighth Grade Students Reflections on the Relationship Between Art Culture and Self book for free.