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The Changing Landscape of Youth Work
The purpose of this book is to compile and publicize the best current thinking about training and professional development for youth workers. School age youth spend far more of their time outside of school than inside of school. The United States boasts a rich and vibrant ecosystem of Out?of?School Time programs and funders, ranging from grassroots neighborhood centers to national Boys and Girls Clubs. The research community, too, has produced some scientific consensus about defining features of high quality youth development settings and the importance of after?school and informal programs for youth. But we know far less about the people who provide support, guidance, and mentoring to youth...
Social Justice and Transformative Learning
The similarities between the United States and South Africa with respect to race, power, oppression and economic inequities are striking, and a better understanding of these parallels can provide educational gains for students and educators in both countries. Through shared experiences and perspectives, this volume presents scholarly work from U.S. and South African scholars that advance educational practice in support of social justice and transformative learning. It provides a comprehensive framework for developing transformational learning experiences that facilitates leadership for social justice, and a deeper understanding of the factors influencing personal, national and global identity.
Facilitating Educational Success For Migrant Farmworker Students in the U.S.
Grounded in empirical research, this volume examines the challenges to academic success that migrant farmworker students face in the U.S. This book provides pragmatic strategies and interventions and considers practical and policy implications to increase migrant student academic achievement and support migrant farmworker students and families.
Youth Work
There is on-going debate in youth and community work regarding its future. Driven by processes of neo-liberal governmentality, youth work has been bent in new and uncomfortable directions. For many, this threatens the very telos of praxis. However, despite this, a passionate commitment to youth work’s values and approaches doggedly remains. This edited volume invites academics working in different continents and contexts to move beyond a critique of youth work’s current state, towards imagining different professional futures. Rooted in the profession’s historic values, and drawing on the distinct political and cultural environments that have shaped youth work practice in different glob...
Rethinking Scientific Literacy
Rethinking Scientific Literacy presents a new perspective on science learning as a tool for improving communities. By focusing on case studies inside and outside of the classroom, the authors illuminate the relevance of science in students' everyday lives, offering a new vision of scientific literacy that is inextricably linked with social responsibility and community development. The goal if not tote memorization of facts and theories, but a broader competency in scientific thinking and the ability to generate positive change.
Race and Colorism in Education
As one of the first scholarly books to focus on colorism in education, this volume considers how connections between race and color may influence school-based experiences. Chapter authors question how variations in skin tone, as well as related features such as hair texture and eye color, complicate perspectives on race and they demonstrate how colorism is a form of discrimination that affects educational stakeholders, especially students, families, and professionals, across P-16 institutions. This volume provides an outline of colorism’s contemporary relevance within the United States and shares considerations for international dimensions that are linked to immigration, refugee populations, and Canada. By situating colorism in an educational context, this book offers suggestions for how educators may engage and confront this form of discrimination.
Teacher Education for Democracy and Social Justice
Examines just how the important goals of educating for democracy can be achieved from the perspective of those working in teacher education and in P-12 schools.
Teaching Science for Social Justice
How might science education reflect the values of a socially just and democratic society? How do urban youth living in poverty construct science in their lives in ways that are enriching, empowering, and transformative? Using a combination of in-depth case studies and rigorous theory, this volume: Offers a series of teaching stories that describes youth’s practices of science, providing valuable insight to help teachers work with inner-city youth.Explores the importance of inclusiveness, membership rules, and the purposes and goals of good science, including utility, pragmatism, and doing good for others.Shows how science connects to the lives of youth both in and out of school. Builds on and critiques current reform initiatives in science education.Features stories taken from six years of teaching and research in after-school science programs with children and youth in homeless shelters.Illustrates how the children’s unique situations framed their constructions of science in compelling and challenging ways.
