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Teacher Thinking in Cultural Contexts
Francisco Rios' book sheds light on current scholarship around teacher thinking in cultural contexts and identifies promising practices that take into account context specific influences. He provides a theoretical and conceptual framework for understanding why teacher cognition as a context specific phenomenon is important, how it is studied, what can be learned, and how these learnings inform the preparation of culturally responsive educators. The contributors look at how teachers think about students of color and/or a multicultural curriculum and explore opportunities for reconstructing teacher knowledge of the cultural context. Rather than focusing on ways in which the students are "deficient," or on the behavioral elements of effective teaching, this book starts with the how and what of teacher thinking as a central element in the teaching-learning relationship. It places the teacher at the center of instructional activity. While teacher thought influences what happens in instructional settings, teacher thought is also influenced by the people and activity critical to those settings.
Immigration and the Border
The advent of the twenty-first century marks a significant moment in the history of Latinos in the United States. The “fourth wave” of immigration to America is primarily Latino, and the last decades of the twentieth century saw a significant increase in the number of Latino migrants, a diversification of the nations contributing to this migration, and an increase in the size of the native-born Latino population. A backlash against unauthorized immigration, which may indict all Latinos, is also underway. Understanding the growing Latino population, especially its immigrant dimensions, is therefore a key task for researchers in the social sciences and humanities. The contributors to Immig...
Something for Everyone?
The urban population is becoming increasingly diverse and growing (ethnic) diversity is having a singular effect on nightlife in Dutch cities. By studying the motivation behind and nightlife choices of the young people who participate in ethno-party scenes, Boogaarts-de Bruin investigates how the changing urban population affects the supply side of the nightlife market using an analytical model she has developed and which she calls the model of structured choice. This approach is sensitive to the flexible use of the processes of agency and structure due to the systematic distinction that it makes between societal and personal factors. Accordingly, it is revealed that in order to analyze and ...
Handbook of Latinos and Education
Providing a comprehensive review of rigorous, innovative, and critical scholarship relevant to educational issues which impact Latinos, this Handbook captures the field at this point in time. Its unique purpose and function is to profile the scope and terrain of academic inquiry on Latinos and education. Presenting the most significant and potentially influential work in the field in terms of its contributions to research, to professional practice, and to the emergence of related interdisciplinary studies and theory, the volume is organized around five themes: history, theory, and methodology policies and politics language and culture teaching and learning resources and information. The Handbook of Latinos and Education is a must-have resource for educational researchers, graduate students, teacher educators, and the broad spectrum of individuals, groups, agencies, organizations and institutions sharing a common interest in and commitment to the educational issues that impact Latinos.
Student Scholarships of Learning
This Fall 2005/Spring 2006 (IV, 1&2) double-issue of Human Architecture: Journal of the Sociology of Self-Knowledge demonstrates the extent to which liberatory practices in scholarly journal peer reviewing can provide new channels for communicating and sharing subaltern on- and off-campus voices in formal academic publications as important scholarships of learning. “Editor’s Note: Peer Reviewing the Peer Review Process,” “Rules of the Game: Finding My Place in a Racialized World,” “In Digestion: Processing Self in a Cycle of Consumption,” “From Laundry to Social Justice to Counseling: Redefining Work as Synonymous to Life,” “Accepting Myself: Negotiating Self-Esteem and C...
“If I touch the Depth of Your Heart … ” : The Human Promise of Poetry in Memories of Mahmoud Darwish
This 2009 (VII) special issue of Human Architecture: Journal of the Sociology of Self-Knowledge entitled “‘If I touch the depths of your heart’: The Human Promise of Poetry in Memories of Mahmoud Darwish,” is a commemorative issue on the life and poetry of the late Palestinian poet, Mahmoud Darwish, co-edited by a group of UMass Boston faculty and alumni. Other than keynote opening statements, the special issue is comprised of a selected series of longer and shorter poems by Mahmoud Darwish, followed by commemorative poetry and essays/articles that directly or indirectly engage with Mahmoud Darwish’s work and/or the subject matter of his passion and love, Palestine and human rights...
Conversations with Enrique Dussel on Anti-Cartesian Decoloniality & Pluriversal Transmodernity
This Fall 2013 (XI, 1) issue of Human Architecture: Journal of the Sociology of Self-Knowledge, is entitled and dedicated to “Conversations with Enrique Dussel on Anti-Cartesian Decoloniality and Pluriversal Transmodernity.” Despite the long established recognition and reputation of Dussel as the most prolific, creative, and influential living Latin American philosopher, a limited portion of his writings has hitherto appeared in English. Exiled to Mexico from his native Argentina more than 35 years ago, Dussel has written more than 70 books and hundreds of articles ranging from theology to history, from philosophy to politics. Increasing interest in his work has been emerging among stude...
Graduate Theorizations: Imaginative Applied Sociologies—Manifest and Latent
This Winter 2011 (IX, 1) issue of Human Architecture: Journal of the Sociology of Self-Knowledge, entitled “Graduate Theorizations: Imaginative Applied Sociologies—Manifest and Latent,” includes nine, theoretically engaging graduate student papers: six from a course in Applied Sociological Theory (Soc. 605) taken during the Fall 2010 semester at UMass Boston, a paper on the philosophy of the self and architecture from the London School of Economics and Political Science, and two master’s theses in psychology from Bangor University, UK. The papers explore sociological imaginations of personal and public issues such as: fear of crime and insecurity; marriage and divorce; growing up a t...
Teaching Transformations 2009—Contributions from the Annual Conferences of the New England Center for Inclusive Teaching (NECIT) and the Center for the Improvement of Teaching (CIT) at UMass Boston
This Winter 2009 (VII, 1) issue of Human Architecture: Journal of the Sociology of Self- Knowledge, entitled “Teaching Transformations 2009” and dedicated to the chronicling of representative experiences of teaching transformation in the New England area and elsewhere, brings together selected proceedings of the annual conferences of the Center for the Improvement of Teaching (CIT) and the New England Center for Inclusive Teaching (NECIT) recently held at UMass Boston. The first seven studies in the issue were gathered through the conference activities of NECIT. The second series of articles emerged from the conversations and presentations at the annual CIT conference at UMass Boston. Th...
