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Reclaiming Youth at Risk
Based on the book by the same title, the Reclaiming Youth at Risk video workshop takes viewers inside two schools and two residential treatment centers that have experienced great success in creating environments that allow young people to transfrom crisis into opportunity and failure into success.
Reclaiming Youth at Risk
Empower your alienated students to cultivate a deep sense of belonging, mastery, independence, and generosity. This fully updated edition of Reclaiming Youth at Risk by Larry K. Brendtro, Martin Brokenleg, and Steve Van Bockern merges Native American knowledge and Western science to create a unique alternative for reaching disconnected or troubled youth. Rely on the book's new neuroscience research, insights, and examples to help you establish positive relationships, foster social learning and emotional development, and inspire every young person to thrive and overcome. Drive positive youth development with the updated Reclaiming Youth at Risk: Study the four hazards that dominate the lives ...
Dakota Cross-Bearer
Dakota Cross-Bearer is the story of Harold S. Jones, a Dakota Indian born in 1909 and raised on the Santee Reservation in Nebraska, who rose through the ranks of the Episcopal Church to become the first Native bishop of a Christian church. Jones's biography sheds light on the importance of Christianity for the Dakotas and other Native peoples during the twentieth century. His story yields insights into the history of twentieth-century missionary activity among Native communities and illuminates instances of conflict and discrimination within the Episcopal Church, the processes of clerical training and testing, and the demands of constant relocation. Mary E. Cochran is the wife of an Episcopa...
Reclaiming Youth at Risk
A balance of wisdom drawn from Native American philosophies and Western psychology, this book offers a unique perspective for connecting with troubled students. It challenges educators to see youth at risk through new eyes and offers compelling, concrete alternatives for reclaiming them.
The Chant of Life
What does it mean to inculturate liturgy? Why is it necessary? What value does it hold for the people? Does it impact the church as a whole? What does the process of inculturation teach about liturgy? Bishop McDonald, as editor, has assembled a broad list of contributors who address the issues of liturgical inculturation from theological, scriptural, musical, spiritual, and pastoral perspectives in the context of the Native American community. The discussions are of value to the wider church as it looks forward to a new era.
One Priest’s Wondering Beliefs
This book is aimed at those Christians who have begun to question the conventional understandings of Jesus, and Christianity, and even of what we mean by "God," and have become discomforted by the dissonance between their own thinking and the church's stance. A critical thinker by inclination and education, Jack Bowers explored Celtic Christian spirituality for a decade. That taught him there are other ways to live out the Christian faith than what we have been told by Rome and Protestantism. Upon retirement in 1998, no longer professionally required to reflect conventional theology, his belief structure began to wander, seriously re-examining all he had taught and believed. Having heard whispered rumors in younger years of priests "losing their faith," instead he felt he was not losing his theology but growing it. This volume leads you through the evolution of his beliefs to what he can speak out with confidence right now, understanding that as he continues to grow and experience this world, and hopefully get a little wiser, his beliefs will evolve yet farther. He invites you into this challenging spiritual pilgrimage to discover what you can confidently believe in 2016 AD.
Contemplating Curriculum
Contemplating Curriculum takes up world-renowned curricular scholar, teacher, and mentor Ted T. Aoki’s invitation to contemplate where curriculum scholars situate themselves in their work. At the same time it probes into the historical and present conditions that make it both possible and impossible to attend to this work in classrooms and communities in mindful, embodied, and aesthetic ways, both locally and globally. The book offers a strong representative sampling of contemporary thinking in the field with a focus on contemplative approaches to curriculum. In their theorizing, contributors call on literary and other mixed-genre formats, such as creative nonfiction, poetry, and essay. They acknowledge the importance of intergenerational dialogue and recognize the importance of time and place in curricular, pedagogical, and personal sense-making. These written and visual texts invite contemplation on notions of curriculum, both planned and lived, in an Aokian spirit of intertextuality.
Teaching to Diversity
In Teaching to Diversity, Dr. Jennifer Katz synthesizes the research, and 16 years experience of teaching in inclusive classrooms and schools, to provide answers to several questions: How do I make inclusion work for ALL students? What are the foundational best practices of a truly inclusive learning community? How does one create such a community? The author pulls together, in an organized way, a three-block model of universal design for learning (UDL) and suggests a step-by-step approach for implementing it. This framework includes: Block One, Social and Emotional Learning details ways to build compassionate learning communities (K-12) in which all students feel safe and valued, and develo...
Singing and Suffering with the Servant
The Old Testament is transformed from problem to ally when preachers attend to power at work in ancient and modern contexts by mirroring Second Isaiah's proclamation, listening to contemporary servant Israel, and learning from African American preaching in context of domination. This book analyses the impact of domination on Old Testament proclamation and thus leads to several unique contributions. Firstly, it reads Second Isaiah as a homiletic model for proclaiming older (pre-exilic) texts in response to exilic domination. Secondly, it treats the Old Testament as a rich resource for confronting racism and anti-Semitism though teaching and it introduces contemporary Christian-Jewish dialogue in Germany as a model for the Church. Lastly, it highlights preaching traditions within the African American Church as instructive for formulating an effective Old Testament preaching strategy.
