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A Man Comes from Someplace

Stories, History, Memory from a Lost Time. Second Edition

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Judith Pearl Summerfield

A Man Comes from Someplace is a story of a lost world, a story in history of a multi-generational Jewish family from a shtetl in Ukraine before WWI. As cultural study, the narrative draws upon the oral stories of the author’s father, family letters, eyewitness accounts, immigration papers, etc., and cultural research. The narrative becomes a transformative space to re-present story as performance, a meta-narrative, and an auto-ethnography for the author to reflect upon the effects of the stories on her own life, as daughter of a survivor, and as teacher/scholar. Summerfield raises questions about immigration, survival, resilience, place and identity, how story functions as antidote to trauma, a means of making sense of the world, and as resistance, the refusal to be silenced or erased, the insistence we know the past and remember those who came before. In 2011, she found her way back to the place her family came from in Ukraine. The book is now being read by students in their ESL classes in Novokoonstantinov, Ukraine.

Looking Back and Living Forward

Indigenous Research Rising Up

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Edited by Jennifer Markides and Laura Forsythe

Looking Back and Living Forward: Indigenous Research Rising Up brings together research from a diverse group of scholars from a variety of disciplines. The work shared in this book is done by and with Indigenous peoples, from across Canada and around the world. Together, the collaborators’ voices resonate with urgency and insights towards resistance and resurgence.

The various chapters address historical legacies, environmental concerns, community needs, wisdom teachings, legal issues, personal journeys, educational implications, and more. In these offerings, the contributors share the findings from their literature surveys, document analyses, community-based projects, self-studies, and work with knowledge keepers and elders. The scholarship draws on the teachings of the past, experiences of the present, and will undoubtedly inform research to come.

Understanding Israel/Palestine

Race, Nation, and Human Rights in the Conflict

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Eve Spangler

The Israeli-Palestinian conflict is the longest, ongoing hot-and-cold war of the 20th and 21st centuries. It has produced more refugees than any current conflict, generating fully one quarter of all refugees worldwide. Everyone knows that the Palestinian-Israeli conflict is important itself, and is also fueling tensions throughout the Middle East. Yet most people shy away from this conflict, claiming it is “just too complicated” to understand.
This book is written for people who want a point of entry into the conversation. It offers both a historic and analytic framework. Readers, whether acting as students, parishioners, neighbors, voters, or dinner guests will find in these pages an analysis of the most commonly heard Israeli positions, and a succinct account of the Palestinian voices we seldom hear. The author argues that human rights standards have never been used as the basis on which the Israeli-Palestinian conflict should be resolved and that only these standards can produce a just and sustainable resolution.
This book will be useful for classes in Middle East studies, peace and conflict studies, Middle East history, sociology of race, and political science. It can be helpful for church groups, labor groups, or other grass roots organizations committed to social justice, and for all readers who wish to be informed about this important topic.
Here is a Youtube interview where Professor Spangler discusses the topic: https://www.youtube.com/watch?v=19L_K_mFFmg

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John Smyth, Lawrence Angus, Barry Down and Peter McInerney

Activist and Socially Critical School and Community Renewal comes about at an incredibly important point in history, and it offers a genuinely new paradigm. This book attempts what few others have tried—to bring together knowledge and literature around school reform and community renewal through authentic ethnographic stories of real schools and communities. The book describes and analyzes a courageous struggle for a more socially just world, around notions of relational solidarity that speak back to ideas that continue to privilege the already advantaged. This book provides some desperately needed new storylines as a basis for school and community renewal for the most excluded groups in society. It provides a new social imagination for ‘doing school’ in contexts that stand to benefit from school and community voiced approaches.

We've Scene it All Before

Using Film Clips in Diversity Awareness Training

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Brian C. Johnson

A revolutionary tool for corporate and academic trainers, We’ve Scene It All Before harnesses the power of mainstream Hollywood film to enhance educational sessions about diversity and social justice. This resource manual offers practical guidance on how to effectively use the concept of difference as a starting point towards true inclusion.
Seasoned and novice trainers will appreciate the suggested strategies and best practices on facilitating diversity dialogues, which are coupled with a set of twenty-five definitions that introduce and raise awareness of the personal and systemic nature of difference, discrimination, and power. Workshops on human relations and workplace diversity must move beyond the superficial “celebration” of diversity to the dismantling of systems of privilege and oppression that create environments where members of the organization are disenfranchised and disempowered.
Using clips from a variety of genres of mainstream film allows the trainer to make intercultural concepts visible and offers a way for us to challenge our own values and assumptions. Participants will enjoy the presentations more as they view some of their favorite films in a whole new way; using this familiar medium creates a common basis for entering the discussions all the while giving us the permission to talk about serious and often controversial subjects.
We’ve Scene It All Before: Using Film Clips in Diversity Awareness Training is a learning tool which will be tremendously useful in reducing resistance and increasing thoughtful cross-cultural dialogue.

Critical Literacies in Action

Social Perspectives and Teaching Practices

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Edited by Karyn Cooper and Robert E. White

Critical Literacies in Action: Social Perspectives and Teaching Practices asks how educators can become more experienced in order to truly support literacy, particularly for children of poverty or for those who have been labeled “at-risk”. This is especially important in current times, since a literate individual is one who is more successfully able to situate him- or herself within a continuum of lifelong learning in order to fulfill personal goals and to participate fully within the wider societyal context.
Although the word “literacy” has been with us for a very long time, the very meaning of the term itself has become increasingly complex due to a multiplicity of factors. At least in part, this complexity is a function of expanding and interconnecting notions of what it is that constitutes modern literacy as well as the increasingly technological nature of the world within which individuals live and learn. As such, a new horizon in literacy research has appeared, promising to renegotiate traditional definitions of the term “literate” and what it means to be critically literate in this increasingly complex world.
Definitions of literacy have also evolved along with the evolution of the computer. Currently, the term “literacy” describes a commitment to and participation in a multiplicity of meaning making systems, many of which exhibit ever-greater degrees of interdependence with one another. The term “Critical Literacy” has come into use relatively recently and is generally regarded as a sub-category of Critical Pedagogy—“Critical” because it promotes an agenda for positive social change.

Examining Praxis

Assessment and Knowledge Construction in Teacher Education

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Edited by Matts Mattsson, Inge Johansson and Birgitta Sandström

Nurturing Praxis

Action Research in Partnerships between School and University in a Nordic Light

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Edited by Karin Rönnerman, Eli Moksnes Furu and Petri Salo

Nurturing Praxis offers a distinctive view of collaborative and action research in educational settings in four Nordic countries; Sweden, Norway, Finland and Iceland. Educational action research in Nordic countries is interpreted as being informed by the traditions of Bildung and (folk) enlightenment and thereby emphasizing the importance of collaboration, discussion and dialogue in knowledge creation. It explores the professional development of teachers, especially through school-university partnerships in which university researchers collaborate with teachers in a variety of educational settings in order to bring about change in and better understanding of practice. It presents case studies of professional development in the context educational reform and change, originating from both inside and outside schools, and tackled with or enhanced by collaborative and action research. By analysing the cases in the light of the Nordic traditions of Bildung and (folk) enlightenment, the authors have been able to identify a number of key features of professional development enhanced by collaborative and action research. These features are drawn together in the last chapter, in a comprehensive framework for Nurturing Praxis.

Power, Pedagogy and Praxis

Social Justice in the Globalized Classroom

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Edited by Shannon A. Moore and Richard C. Mitchell

The aim of the text is to respond to gaps in an emergent discourse running along minority/majority world fault lines through various perspectives linking globalization, education and human rights. The editors’standpoint allows the consideration of equity in education as the foremost expression of social justice in this era of economic and technological globalization regardless of political or cultural contexts. This project continues the tradition of critical social pedagogy in creating common ground that accesses new approaches to political and classroom-based relations of power and praxis.

Radicalizing Educational Leadership

Dimensions of Social Justice

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Ira Bogotch, Floyd Beachum, Jackie Blount, Jeffrey Brooks and Fenwick English

"What you will find inside this provocative text: It should come as no surprise, as the collection of papers in this book show that we are up against it. Killing those we despise has become normative in the political minds of both the powerful and the marginalised. Framing those who are weakest as the architects of their own disgusting state … it has become commonsense in all societies, rich and poor…. Any counter-hegemonic project that seeks to rethink social justice and reframe educational leadership is, without question, confronting the enormous power of ordinariness, the commonsense about power, inequality and violence. Jonathan Jansen By virtue of an institutionalized hegemony, the formal scales of social justice are informally tipped in favor of the “haves,” leaving the “have-nots” at a distinct disadvantage, and often powerless and defenseless to effect change for themselves or others. How do these critical perspectives change our vision of public schools and of educational leadership? ….Suddenly, new dynamics emerge: race matters, gender matters, sexual orientation matters, ethnicity matters, class matters, power matters, money matters, agency matters, etc. Jeffrey Brooks Historical research is one important way that individuals can heighten their awareness of their own conditions. It can inspire understanding that compels social justice leadership on account of one’s status. It can assist potential allies in learning how their own lived experiences of oppression might translate to persons experiencing subjugation along other social dimensions. It can accomplish these ends by provoking us to ask better questions, to understand larger patterns more deeply, and to find inspiration in the infinitely varied stories of human frailty and courage. Jackie Blount To illustrate social injustice we have to look backwards. But our graduates are not going to work in the past. So it isn’t enough to work to undo socially unjust practices …. The more complex question surrounding making social justice a thematic anchor and connector of an educational leadership program is the requirement to create within a theoretical framework in which the effects of a curriculum can be empirically assessed, and which can serve as an holistic and heuristic model by which graduate students can engage in a gestalt view/approach to leading schools and school systems in very different directions than before. Fenwick English"