* An inspirational and holistic approach to teaching by a renowned Latina scholar * Defines seven steps to unlocking the potential of teachers and their students * Deeply informed by the author's educational journey as a minority woman from a background of rural poverty Laura Rendón is a scholar of national stature, known for her research on students of color and first-generation college students, and on the factors that promote and impede student success. The motivation for the quest that Laura Rendón shares in this book was the realization that she, along with many educators, had lost sight of the deeper, relationship-centered essence of education, and lost touch with the fine balance between educating for academics and educating for life. Her purpose is to reconnect readers with the original impulse that led them to become educators; and to help them rediscover, with her, their passion for teaching and learning in the service of others and for the well being of our society. She offers a transformative vision of education that emphasizes the harmonic, complementary relationship between the sentir of intuition and the inner life and the pensar of intellectualism and the pursuit of scholarship; between teaching and learning; formal knowledge and wisdom; and between Western and non-Western ways of knowing. In the process she develops a pedagogy that encompasses wholeness, multiculturalism, and contemplative practice, that helps students transcend limiting views about themselves; fosters high expectations, and helps students to become social change agents. She invites the reader to share her journey in developing sentipensante pedagogy, and to challenge seven entrenched agreements about education that act against wholeness and the appreciation of truth in all forms. She offers examples of her own teaching and of the classroom practices of faculty she encountered along the way; as well as guidance on the challenges, rewards and responsibilities that anyone embarking on creating a new vision of teaching and learning should attend to. Though based on the author’s life work in higher education, her insights and approach apply equally to all teaching and learning contexts.
In this book, Paulo Freire's culture circles cross linguistic, cultural, and socioeconomic borders to work across contexts in the U.S. (early education, pre-service and in-service teacher education) and in Brazil (adult education).
This book offers you: • The resources, tips, and strategies to develop a strong, healthy career as a faculty member • Empowerment— you take ownership of and become an active agent in shaping your career • Advice and strategies to ...
This collection of articles explores how a wide range of academics-- diverse in location, rank and discipline-- understand and express how they deal with spirituality in their professional lives and how they integrate spirituality in ...
The Productive Online Professor is a practical guide for how to provide high quality online classes to diverse students. This book shares specific technology and other tools that may be used in charting a course toward greater productivity.
More particularly, this volume gathers the responses of these scholars to the questions: What is the plight of theological education? Who are the teachers? Who are our students? What shall we teach? How shall we teach?
This book is a “tool kit” for advancing greater gender equality and equity in higher education. It presents the latest research on issues of concern to them, and to anyone interested in a more equitable academy.
This is an essential text not only for teachers and future teachers, but also for anyone needing a survey of contemporary trends in philosophy of education.
Free Play is about the inner sources of spontaneous creation.
In 1965, Peter Townsend and Brian Abel-Smith (cited in Mack and Lansley, 1985) produced a seminal work demonstrating by uncovering the stark impact of relative poverty in the UK that the welfare state had not achieved what it set out to ...
This guide is intended for all faculty, faculty developers or administrators in higher education concerned with equitable outcomes in higher education and with ensuring that all student cultural groups learn and graduate at the same rates.