The book suggests that culturally responsive and sustaining education should be the guiding principle in our schools, and that community partnerships be developed in a similar light. Although many of the chapters focus on specific content or places, a transdisciplinary problem and project-based experiential critical pedagogy is an ultimate goal. This necessitates developing awareness, advocacy and action / engagement regarding issues of race, ethnicity, gender, ability, choice, and culture to promote equity and social justice. The stories included in this collection are those of educators in a variety of contexts, but always through a public education framing. The stories come from educators at all levels of public education who are currently practicing in one of the most diverse urban areas of the U.S. Their experiences serve to provide hope for transformational change in education where the priority is truly equity and social justice for all. The idea is to provide voices of these brave educators who are striving to address equity and social justice issues is schools, education, and society - on their teaching and in the students' learning.
This book will be of great interest for academics, researchers, and post-graduate students in the fields of educational leadership, social justice education, and educational administration.
Literacy Is Liberation offers a framework for culturally relevant teaching that builds a more inclusive and equitable classroom environment and fosters high literacy achievement.
This text foregrounds the diversity that characterises various educational settings, considering how histories and geographies of oppression, exclusion and marginalisation impact on teacher education.
This volume suggests that the confluence of context, theory and pedagogical strategies within the field of educational leadership should inform curricular decisions in educational leadership preparation programs and such programs should be ...
This book features chapters coauthored by PK-12 teachers and postsecondary teacher educators from across the U.S. that reflect how they persist, remain, and thrive in the teaching profession.
This volume highlights the ways that colonization continues to shape Native students' experiences.
The aim of the book is to help teacher educators, school administrators, and policy-makers engage in productive and authentic conversations with tribal communities about what Indigenous education reform should entail"--
While highlighting topics including faculty teaching, restorative justice, and nontraditional students, this book is ideally designed for instructors, researchers, instructional designers, administrators, policymakers, and students seeking ...
In this book the authors define implicit bias and microaggressions, identify ways students of varying identities such as race, gender/LGBTQ+, religion, socioeconomic, ability, linguistic and family dynamics, experience microaggressions in ...
First Published in 2003. Routledge is an imprint of Taylor & Francis, an informa company.