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Beyond Stereotypes

Minority Children of Immigrants in Urban Schools

Series:

Edited by Rupam Saran and Rosalina Diaz

In an era of ever increasing anti-immigrant sentiment and in the face of the worst economic recession since the great depression, this book presents a timely, compassionate and often moving glimpse into the lives of second generation children of immigrants in urban schools.
The editors and distinguished immigration scholars/ researchers and educators in this book provide compelling research and data that focuses on the effects of ethnic stereotyping on the educational outcomes of youth whose roots span the globe from Puerto Rico to Japan and from Mexico to India, as they struggle to construct identities and make a place for themselves in these United States.
These young people, mostly born in America and attending American schools, must never the less carry the burden of the stereotypes imposed upon their parents and ethnic groups. How they manage to navigate an often biased and unjust system, circumvent roadblocks and recreate themselves as bicultural or hybrid American citizens, makes for a story of courage, resiliency and transformation that restores hope in the fulfillment of the American dream and lends credence to the Emma Lazarus quote inscribed on the “mother of exiles” statue that graces the New York skyline.
“Send these, the homeless, tempest-tost to me, ?
I lift my lamp beside the golden door!”
Additionally the authors present sane and knowledgeable solutions for supporting the education and emotional/psychological/social growth of these young people in our schools, our classrooms and our lives.

The Burden of Educational Exclusion

Understanding and Challenging Early School Leaving in Africa

Edited by Jacques Zeelen, Dorothy Nampota, Josje van der Linden and Maximiano Ngabirano

‘School was nothing but a taboo for me’ concludes Johannah, a young South African, after recounting her life story. Johannah is one of the early school leavers who features in this book. Figures on participation in education in Africa show that despite government agreements and policies developed under the banner of Education for All this remains a remote goal. In several countries, programmes on Universal Primary Education have improved access to education, but do those who enter school remain there until they have reached a suitable level? Do they acquire enough competences at primary and secondary school to survive the tough daily life in sub-Saharan countries? What happens to children and young adults who leave school early? What measures can be taken to prevent them from doing so?
This book is based on research carried out in Eastern and Southern Africa by scholars from Africa and the Netherlands who cooperated within the framework of the ESLA project. The contributions to this book reflect the exchanges and discussions which took place in this research group, initiated by staff of Mzumbe University in Tanzania, Uganda Martyrs University and the University of Groningen in the Netherlands. The group aims to go beyond figures and uncover the causes, effects and stories of the young people involved, as well as explore promising new strategies with which to address their needs. As early school leaving is not exclusively an African problem, a contribution on the Dutch situation is also included.
The book concludes that exclusion from education has far-reaching effects, not only for the young people involved, but also for the society in which they live. The burden of educational exclusion should be the joint responsibility of developing and developed countries. The authors hope the book will contribute not only to a greater understanding of the phenomenon of early school leaving, but also challenge it in terms of developing policies and programmes that can prevent educational exclusion and support those who already find themselves in such a situation.

Challenging Genres

Comics and Graphic Novels

Series:

Paul L. Thomas

Comic books achieved almost immediate popularity and profitability when they were first introduced in the U. S. throughout the late 1930s and early 1940s. But comic books soon suffered attacks concerning the quality of this new genre/medium combining text and artwork.
With the rise of graphic novels in the mid-1980s and the adaptation of comics to films in the twenty-first century, comics and graphic novels have gained more respect as craft and text—called "sequential art" by foundational legend Will Eisner—but the genre/medium remains marginalized by educators, parents, and the public.
Challenging Genres: Comic Books and Graphic Novels offers educators, students, parents, and comic book readers and collectors a comprehensive exploration of comics/graphic novels as a challenging genre/medium.
This volume presents a history of comic books/graphic novels, an argument for valuing the genre/medium, and several chapters devoted to examining all subgenres of comics/graphic novels. Readers will discover key comics, graphic novels, and film adaptations suitable for the classroom—and for anyone serious about high quality texts. Further, this volume places comics/graphic novels within our growing understanding of multiliteracies and critical literacy.

Challenging Transitions in Learning and Work

Reflections on Policy and Practice

Series:

Edited by Peter Sawchuk and Alison Taylor

In the past two decades, advanced capitalist countries have seen sustained growth in labour market participation along with a growth in the number of jobs workers tend to have in their working lives. Over a slightly longer period we also see that participation in both formal educational attainment and a range of non-compulsory learning/training has grown. However, labour market discrimination based on gender, age, disability and race/ethnicity remains a serious issue in virtually all OECD countries.
‘Challenging Transitions in Learning and Work’ presents a critical and expansive exploration of learning and work transitions within this context. These transitions are challenging for those enmeshed in them and need to be actively challenged through the critical research reported. The impetus for this volume, its conceptual framing, and much of the research emerges from the team of Canadian researchers who together completed case study and survey projects within the ‘Work and Lifelong Learning’ (WALL) network. The authors include leading scholars with established international reputations as well as emerging researchers with fresh perspectives. This volume will appeal to researchers and policy-makers internationally with an interest in educational studies and industrial sociology.

Edited by Deborah Osberg and Gert Biesta

Complexity theory has become a major influence in discussions about the theory and practice of education. This book focuses on a question which so far has received relatively little attention in such discussions, which is the question of the politics of complexity. The chapters in this book engage with this question in a range of different ways. Whereas some contributions make a case for the promotion of complexity in education, others focus more explicitly on questions concerning the reduction of complexity in and through education. The chapters do so using theoretical, historical and empirical arguments, paying attention to a range of different educational settings (including early childhood education, school education, post-compulsory education, lifelong learning and work-based education), and focusing on different aspects of these practices (such as curriculum, pedagogy, assessment, architecture, and management). Taken together the chapters not only reveal the potential of complexity for engaging with questions about the politics of education in new and different ways. They also provide examples of a more reflexive engagement with the politics of complexity in education itself.

Conducting Educational Research

A Primer for Teachers and Administrators

Series:

Patricia D. Morrell and James B. Carroll

Conducting Educational Research: A Primer for Teachers and Administrators is designed to provide the step-wise, content-specific information masters students must possess to design, conduct, and disseminate a qualitative, quantitative or mixed methods classroom or school research study. The text will help school professionals to see both the value of being life-long critical consumers of educational research and the merit of using research in helping them to become teacher leaders and/or change agents in their own professional settings.
Specifically, the text would provide master level students with:
●The background they need to see the importance of educational research in their daily professional lives ●Instruction in all aspects of a typical five-chapter research design (introduction/literature review/methodology/results/conclusion, discussion, implications) ●The tools needed to locate and critically review published educational research ●Instruction on common qualitative methodologies ●Instruction on the types of quantitative methodologies that master level candidates would be most likely to use ●Knowledge of the importance of being intelligent consumers of existing research ●Ways to engage the student in a reflection plan for the future.

Sue L.T. McGregor

This book shares a collection of novel ways to re-conceptualize and envision the moral imperatives of consumption, thereby providing invigorating insights for future dialogue and intellectual and social action. It privileges a consumer moral leadership imperative, which augments the conventional management imperatives of sustainability, ethics, simplicity and environmental integrity. There are 13 chapters, including first-ever discussions of non-violent consumption, transdisciplinary consumption, consumer moral adulthood, integral informed consumption, conscious and mindful consumption, biomimicry informed consumption, and consumer moral leadership as a new intellectual construct. The book strives to intellectually and philosophically challenge and reframe the act, culture and ideology of consuming. The intent is to foster new hope that leads to differently informed activism and to provocative research, policy, entrepreneurial and educational initiatives that favour the human condition, the collective human family and interconnected integrity. This book strives to move consumers from managing for efficiency to leading for moral efficacy, the ability to use their existing moral capacities to deal with moral challenges in the marketplace. The very core of what it means to be a morally responsible member of the human family is challenged and re-framed through the lens of consumer moral leadership.

Edited by Helle Alrø, Ole Ravn and Paulo Valero

Critical mathematics education brings together a series of concerns related to mathematics and its role in society, the practices of teaching and learning of mathematics in educational settings, and the practices of researching mathematics education. The work of Ole Skovsmose has provided a seminal contribution to the shaping of those concerns in the international community of mathematics educators and mathematics education researchers. This book gathers contributions of researchers from five continents, for whom critical mathematics education has been an inspiration to think about many different topics such as the dialogical and political dimensions of teacher education, mathematical modeling, the philosophy of mathematics from social and political perspectives, teaching practices in classrooms, the connection between mathematics and society, the scope and limits of critical thinking in relation to mathematics and mathematics education, and the political dimension of researching mathematics education.
The book is not only a tribute to Ole Skovsmose’s long academic career; it is also a way of providing an overview of the roots of the critical mathematics education concerns, their current developments in different parts of the world, and their future directions. With a diversity of styles and forms of texts, this book is addressed to all those teachers and researchers who would like to be introduced or would like to go deeper into the types of insights that critical mathematics education offers.

Critical Theories, Radical Pedagogies, and Social Education

New Perspectives for Social Studies Education

Series:

Edited by Abraham DeLeon and E. Wayne Ross

A refreshing collection of essays that offers a range of critical and radical voices which are generally marginalized in the critical social studies ‘mainstream’ … This collection is a good read with valuable insights that can impact teaching practice.” Canadian Social Studies - Canada’s National Social Studies Journal - Volume 45 Issue 1
Award: American Educational Studies Association (AERA) Critics Choice Book Award 2011
This edited collection begins with the assertion that there are emergent and provocative theories and practices that should be part of the discourse on social studies education in the 21st century. Anarchist, eco-activist, anti-capitalist, and other radical perspectives, such as disability studies and critical race theory, are explored as viable alternatives in responding to current neo-conservative and neo-liberal educational policies shaping social studies curriculum and teaching.
Despite the interdisciplinary nature the field and a historical commitment to investigating fundamental social issues such as democracy, human rights, and social justice, social studies theory and practice tends to be steeped in a reproductive framework, celebrating and sustaining the status quo, encouraging passive acceptance of current social realities and historical constructions, rather than a critical examination of alternatives. These tendencies have been reinforced by education policies such as No Child Left Behind, which have narrowly defined ways of knowing as rooted in empirical science and apolitical forms of comprehension.
This book comes at a pivotal moment for radical teaching and for critical pedagogy, bringing the radical debate occurring in social sciences and in activist circles—where global protests have demonstrated the success that radical actions can have in resisting rigid state hierarchies and oppressive regimes worldwide—to social studies education.

Education, Language, and Economics

Growing National and Global Dilemmas

Series:

Edited by MacLeans A. Geo-JaJa and Suzanne Majhanovich

There are two contending opinions with regard to the seemingly amorphous phenomenon of globalization. Some believe that globalization has brought rapid prosperity to developing countries while others argue that globalization best serves the needs of countries of the developed world. Bringing globalization under the microscope of education, this book illustrates how globalization is producing unprecedented impacts on education and culture through a series of country case studies elaborating on effects of economic and educational policies in the modern globalized world. New emphasis on the interplay between state and education policy initiatives in developed and developing countries also illuminates the direct and indirect impact of globalization in equity and quality-driven education reforms, with particular focus on the contribution of marketization or privatization to the ongoing commodification of education and curricula, presenting dilemmas to both developed and developing countries to provide quality education for all, protect human rights, and ensure equity in all realms of human endeavor.
This book offers a multiplicity of approaches to education and development, and posits that distributional equity and quality education in a globalized world require a strong state and commitment to social justice to counteract growing disparities evident in educational and economic indices. The authors illustrate how respatialization of the contemporary state is rapidly taking shape in concrete institutions to recast the boundaries of the social, political and economic in fundamental ways. Education, Language, and Economics: Growing National and Global Dilemmas serves as an ideal introduction to key contemporary debates on politics, culture, and the economy.