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Culturally Relevant Pedagogy
The authors in this edited volume reflect on their experiences with culturally relevant pedagogy_as students, as teachers, as researchers_and how these experiences were often at odds with their backgrounds and/or expectations. Each of the authors speaks to the complexity and difficulty in attempting to address students' cultures, create learning experiences with relevance to their lives and experiences, and enact pedagogies that promote academic achievement while honoring students. At the same time, every author shows the clashes and confrontations that can arise between and among students, teachers, parents, administrators, and educational policies.
Culture, Relevance, and Schooling
In Culture, Relevance, and Schooling: Exploring Uncommon Ground, Lisa Scherff, Karen Spector, and the contributing authors conceive of culturally relevant and critically minded pedagogies in terms of opening up new spatial, discursive, and/or embodied learning terrains. Readers will traverse multiple landscapes and look into a variety of spaces where attempts to tear down or build up pedagogical borders based upon socially-just design are underway. In disciplines ranging from elementary science, to high school English, to college kinesiology, the contributors to this volume describe their attempts to remake schooling in ways that bring hope and dignity to their participants.
Learning and Teaching Literature with the Arts for Social Justice
This text invites pre-service teachers to explore arts-informed practices that showcase the transformative potential of literature in the classroom. Through the lens of "stories-we-live-by," the authors recognize literature as interference, capable of disrupting the habitual patterns through which we interpret the world in order to reawaken the capacity of students and teachers alike to change. Chapters are designed to inspire students’ love of literature by fostering literary and artful encounters that provoke their thinking and sense-making. Each chapter includes engaging pedagogical features that spark thinking and analysis of literature and invite readers to further engagement. The app...
Sites of Conscience
Into the twenty-first century, millions of disabled people and people experiencing mental distress were segregated from the rest of society and confined to residential institutions. Deinstitutionalization – the closure of these sites and integration of former residents into the community – has become increasingly commonplace. But this project is unfinished. Sites of Conscience explores use of the concept of sites of conscience, which involves place-based memory activities such as walking tours, survivor-authored social histories, and performances and artistic works in or generated from sites of systemic suffering and injustice. These activities offer new ways to move forward from the unfinished deinstitutionalization project and its failures. Covering diverse national contexts, this volume proposes that acknowledging the memories and lived experiences of former residents – and keeping histories and social heritage of institutions alive rather than simply closing sites – holds the greatest potential for recognition, accountability, and action.
Trajectories
Trajectories: The Educational and Social Mobility of Educators from the Poor and Working Class, is a collection of mobility narratives of critical scholars in education from poor and working-class backgrounds. While Americans have long held deep-seated cultural beliefs in the capacity of schooling to level unequal playing fields, there has been little research on the psycho-social processes of social and educational mobility in the United States. Rising Up employs narrative research methodologies to interrogate the experiences of class border-crossing via success in school. This volume addresses two discourses within education: First, the experiences of those who have crossed class boundarie...
Dance Pedagogy for a Diverse World
Issues of race, class, gender and religion permeate the study of contemporary dance, resulting in cultural clashes in classrooms and studios. The first of its kind, this book provides dance educators with tools to refocus teaching methods to celebrate the pluralism of the United States. The contributors discuss how to diversify ballet technique classes and dance history courses in higher education, choreographing dance about socially charged contemporary issues, and incorporating Native American dances into the curriculum, among other topics. The application of relevant pedagogy in the dance classroom enables instructors to teach methods that reflect students' culture and affirm their experiences.
Joseph
The complex and dramatic story of Joseph is the most sustained narrative in Genesis. Many call it a literary masterpiece and a story of great depth that can be read on many levels. In a lucid and engaging style, Alan T. Levenson brings the voices of Philo, Josephus, Midrash, and medieval commentators, as well as a wide range of modern scholars, into dialogue about this complex biblical figure. Levenson explores such questions as: Why did Joseph’s brothers hate him so? What is achieved by Joseph’s ups and downs on the path to extraordinary success? Why didn’t Joseph tell his father he was alive and ruling Egypt? What was Joseph like as a husband and father? Was Joseph just or cruel in testing his brothers’ characters? Levenson deftly shows how an unbroken chain of interpretive traditions, mainly literary but also artistic, have added to the depth of this fascinating and unique character.
Thinking with Theory in Qualitative Research
Thinking with Theory in Qualitative Research: Second Edition demonstrates how to enact various philosophical concepts in practices of inquiry, effectively opening up the process of thought in qualitative studies. Thinking with Theory in Qualitative Research functions as a refusal of pregiven method, intensifying creativity, experimentation, and newness. Readers are invited into the threshold of theory to traverse philosophers and their concepts, reorienting conventional approaches to inquiry. Each chapter presents a thinking with process as a way of reading intensively through plugging in performative accounts of two first-generation academic women to philosophical concepts from Derrida, Spi...
Posthumanism and Education: Transgression or Interdependence
This collection delves into the ongoing debates spanning decades on the intricate interplay between posthumanism, the posthuman age, and education. Featuring authors from diverse backgrounds and theoretical perspectives, the chapters explore a spectrum of themes – from technophilia to technophobia, transhumanism to humanism, and Bildung tradition to new materialism – illuminating key dimensions of education in what is heralded as a new and distinct era. At the heart of these discussions is an exploration of whether this era truly marks a radical departure and how it influences educational practices. The chapters offer arguments both supporting and challenging these ideas, advocating for critical reflection and a fresh perspective on human experience and contemporary education. The collection suggests a creative and considerate approach to children's learning and learning with children, which would not only respond to the challenges of imposed circumstances but also suggest active work on the desirable construction of new ones.
These Kids
Few would deny that getting ahead is a legitimate goal of learning, but the phrase implies a cruel hierarchy: a student does not simply get ahead, but gets ahead of others. In These Kids, Kysa Nygreen turns a critical eye on this paradox. Offering the voices and viewpoints of students at a “last chance” high school in California, she tells the story of students who have, in fact, been left behind. Detailing a youth-led participatory action research project that she coordinated, Nygreen uncovers deep barriers to educational success that are embedded within educational discourse itself. Struggling students internalize descriptions of themselves as “at risk,” “low achieving,” or “troubled”—and by adopting the very language of educators, they also adopt its constraints and presumption of failure. Showing how current educational discourse does not, ultimately, provide an adequate vision of change for students at the bottom of the educational hierarchy, she levies a powerful argument that social justice in education is impossible today precisely because of how we talk about it.
