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Imagining the Future
Volume Editor:
Tasos Barkatsas
In this book, 30 international academics explore the concepts of gifted, talented, creative and dissimilar learners as they apply in both school and tertiary education. Problem-based learning, alternative educational settings and meaningful feedback for gifted, talented and high potential learners, teachers’ views on creative pedagogies, learning analytics for dissimilar learners, emaking for learners with an intellectual disability, capabilities-led programs, learner agency and inclusive practices in mathematics education, form a unique nexus of theory, research and approaches being presented by the authors.
These chapters and the totality of this book represent efforts to get a glimpse into the future of the education of the gifted, talented, creative and dissimilar learners. If nothing else, this book underlines the value of powerful approaches and tools for educating 21st-century school learners as well as tertiary learners in the context of rapidly evolving global educational reforms.
Contributors are: Fatma Nur Aktaş, Tasos Barkatsas, Damian Blake, Antonios Bouras, Grant Cooper, Yuksel Dede, Kirsten Ellis, Zara Erzoslu, Aleryk Fricker, Vasilis Gialamas, Andrew Gilbert, Wendy Goff, Anne K. Horak, Gasangusein I. Ibragimov, Jennifer Jolly, Aliya A. Kalimullina, Gillian Kidman, Sandra McKechnie, Tricia McLaughlin, Konstantinos Lavidas, Huk-Yuen LAW, Juanjo Mena, Anastasia Papadopoulou, Angela Rogers, Aimé Sacrez, Rachel Sheffield, Stefan Schutt, Hazel Tan, Kok-Sing Tang, Roza A. Valeeva and Wanty Widjaja.
These chapters and the totality of this book represent efforts to get a glimpse into the future of the education of the gifted, talented, creative and dissimilar learners. If nothing else, this book underlines the value of powerful approaches and tools for educating 21st-century school learners as well as tertiary learners in the context of rapidly evolving global educational reforms.
Contributors are: Fatma Nur Aktaş, Tasos Barkatsas, Damian Blake, Antonios Bouras, Grant Cooper, Yuksel Dede, Kirsten Ellis, Zara Erzoslu, Aleryk Fricker, Vasilis Gialamas, Andrew Gilbert, Wendy Goff, Anne K. Horak, Gasangusein I. Ibragimov, Jennifer Jolly, Aliya A. Kalimullina, Gillian Kidman, Sandra McKechnie, Tricia McLaughlin, Konstantinos Lavidas, Huk-Yuen LAW, Juanjo Mena, Anastasia Papadopoulou, Angela Rogers, Aimé Sacrez, Rachel Sheffield, Stefan Schutt, Hazel Tan, Kok-Sing Tang, Roza A. Valeeva and Wanty Widjaja.
Imagining the Future
Volume Editor:
Tasos Barkatsas
In this book, 30 international academics explore the concepts of gifted, talented, creative and dissimilar learners as they apply in both school and tertiary education. Problem-based learning, alternative educational settings and meaningful feedback for gifted, talented and high potential learners, teachers’ views on creative pedagogies, learning analytics for dissimilar learners, emaking for learners with an intellectual disability, capabilities-led programs, learner agency and inclusive practices in mathematics education, form a unique nexus of theory, research and approaches being presented by the authors.
These chapters and the totality of this book represent efforts to get a glimpse into the future of the education of the gifted, talented, creative and dissimilar learners. If nothing else, this book underlines the value of powerful approaches and tools for educating 21st-century school learners as well as tertiary learners in the context of rapidly evolving global educational reforms.
Contributors are: Fatma Nur Aktaş, Tasos Barkatsas, Damian Blake, Antonios Bouras, Grant Cooper, Yuksel Dede, Kirsten Ellis, Zara Erzoslu, Aleryk Fricker, Vasilis Gialamas, Andrew Gilbert, Wendy Goff, Anne K. Horak, Gasangusein I. Ibragimov, Jennifer Jolly, Aliya A. Kalimullina, Gillian Kidman, Sandra McKechnie, Tricia McLaughlin, Konstantinos Lavidas, Huk-Yuen LAW, Juanjo Mena, Anastasia Papadopoulou, Angela Rogers, Aimé Sacrez, Rachel Sheffield, Stefan Schutt, Hazel Tan, Kok-Sing Tang, Roza A. Valeeva and Wanty Widjaja.
These chapters and the totality of this book represent efforts to get a glimpse into the future of the education of the gifted, talented, creative and dissimilar learners. If nothing else, this book underlines the value of powerful approaches and tools for educating 21st-century school learners as well as tertiary learners in the context of rapidly evolving global educational reforms.
Contributors are: Fatma Nur Aktaş, Tasos Barkatsas, Damian Blake, Antonios Bouras, Grant Cooper, Yuksel Dede, Kirsten Ellis, Zara Erzoslu, Aleryk Fricker, Vasilis Gialamas, Andrew Gilbert, Wendy Goff, Anne K. Horak, Gasangusein I. Ibragimov, Jennifer Jolly, Aliya A. Kalimullina, Gillian Kidman, Sandra McKechnie, Tricia McLaughlin, Konstantinos Lavidas, Huk-Yuen LAW, Juanjo Mena, Anastasia Papadopoulou, Angela Rogers, Aimé Sacrez, Rachel Sheffield, Stefan Schutt, Hazel Tan, Kok-Sing Tang, Roza A. Valeeva and Wanty Widjaja.
Changing the Conversation
The politics of racism have returned with a bang. What was once a whisper is now a roar in the wake of public outrage over charges of police racism that claimed the lives of racialized minorities and Indigenous peoples. Yet confusion and uncertainty unsettle the challenge of clarifying the nature and scope of racism in general, systemic racism in particular, resulting in a glaring disconnect between public perceptions and lived experiences. Reckoning with Racism is themed around the prospect of problematizing the idea of racism as articulated, understood, and debated in response to new realities, emergent demands, and contested dynamics. A profoundly new racism world is evolving, one so fundamentally different from the iterations of the past, as to trigger a foundational shift in reconceptualizing how see, think and talk about and act on racism. Changing the conversation on racism must also acknowledge its uncanny knack of reinventing itself, while intersecting with other axes of identity and differentiation to amplify the inequalities of exclusion.
Changing the Conversation
The politics of racism have returned with a bang. What was once a whisper is now a roar in the wake of public outrage over charges of police racism that claimed the lives of racialized minorities and Indigenous peoples. Yet confusion and uncertainty unsettle the challenge of clarifying the nature and scope of racism in general, systemic racism in particular, resulting in a glaring disconnect between public perceptions and lived experiences. Reckoning with Racism is themed around the prospect of problematizing the idea of racism as articulated, understood, and debated in response to new realities, emergent demands, and contested dynamics. A profoundly new racism world is evolving, one so fundamentally different from the iterations of the past, as to trigger a foundational shift in reconceptualizing how see, think and talk about and act on racism. Changing the conversation on racism must also acknowledge its uncanny knack of reinventing itself, while intersecting with other axes of identity and differentiation to amplify the inequalities of exclusion.
Theoretical Frameworks and Empirical Research from Finland
Teachers’ Professional Ethics: Theoretical Frameworks and Empirical Research from Finland is intended for international readers in education who want to learn the theoretical frameworks that guide teachers’ ethics and that help them address concrete challenges in their everyday work. Scholars and teachers from different countries can use this book to widen their understanding of the Finnish educational system and teacher ethics. The authors provide examples of concrete moral dilemmas in teaching that can be more effectively navigated with the rational principles and guidelines that philosophies of different ethical frameworks can provide. They argue that teachers require ethical skills, especially ethical sensitivity, in order to select the most beneficial course of action concerning diverse students in inclusive education. They should be purposeful in their profession to develop the motivation and resilience to continue their demanding but fulfilling work with long-term goals. Moreover, they should acknowledge their implicit beliefs and possible stereotypes to be able to provide equal learning opportunities to their students and to build democratic moral communities in their schools.
In this book, ethical sensitivity, purposeful teaching, and incremental beliefs concerning learning are seen as important prerequisites for teachers’ professional ethics. We discuss these aspects with examples from our empirical studies in Finnish schools.
In this book, ethical sensitivity, purposeful teaching, and incremental beliefs concerning learning are seen as important prerequisites for teachers’ professional ethics. We discuss these aspects with examples from our empirical studies in Finnish schools.
Theoretical Frameworks and Empirical Research from Finland
Teachers’ Professional Ethics: Theoretical Frameworks and Empirical Research from Finland is intended for international readers in education who want to learn the theoretical frameworks that guide teachers’ ethics and that help them address concrete challenges in their everyday work. Scholars and teachers from different countries can use this book to widen their understanding of the Finnish educational system and teacher ethics. The authors provide examples of concrete moral dilemmas in teaching that can be more effectively navigated with the rational principles and guidelines that philosophies of different ethical frameworks can provide. They argue that teachers require ethical skills, especially ethical sensitivity, in order to select the most beneficial course of action concerning diverse students in inclusive education. They should be purposeful in their profession to develop the motivation and resilience to continue their demanding but fulfilling work with long-term goals. Moreover, they should acknowledge their implicit beliefs and possible stereotypes to be able to provide equal learning opportunities to their students and to build democratic moral communities in their schools.
In this book, ethical sensitivity, purposeful teaching, and incremental beliefs concerning learning are seen as important prerequisites for teachers’ professional ethics. We discuss these aspects with examples from our empirical studies in Finnish schools.
In this book, ethical sensitivity, purposeful teaching, and incremental beliefs concerning learning are seen as important prerequisites for teachers’ professional ethics. We discuss these aspects with examples from our empirical studies in Finnish schools.
An Inquiry Approach for Students and Educators
As political tides shift and funding for college-in-prison programming ebbs and flows, educators who work in these contexts are often left with few resources for questioning their practice and their field. To that end, this book aims to encourage dialogue, to ask educators to interrogate their values, beliefs, and practices with and about college-in-prison programming and the students those programs serve. By consulting the works of Paulo Freire and Ernst Bloch, this text seeks to present a methodology for best designing and implementing a meaningful literacy pedagogy for incarcerated students at the nexus of social, political, and educational contexts.
An Inquiry Approach for Students and Educators
As political tides shift and funding for college-in-prison programming ebbs and flows, educators who work in these contexts are often left with few resources for questioning their practice and their field. To that end, this book aims to encourage dialogue, to ask educators to interrogate their values, beliefs, and practices with and about college-in-prison programming and the students those programs serve. By consulting the works of Paulo Freire and Ernst Bloch, this text seeks to present a methodology for best designing and implementing a meaningful literacy pedagogy for incarcerated students at the nexus of social, political, and educational contexts.
From this set of critical stories emerges a timely confession from marginalized imagined communities at the physical and metaphorical Mexican-American border. These hybrid storytellers create a multivalence of experiences and genres. Composers of this ground-breaking collection draw readers into an affective connection with the borderlands, offering critical examinations of legal status, gender, race, ethnicity, sexuality, social class, family, and health. Additionally, creative representations across genres explore notions of geography, vulnerability, suffering, trauma, pain as well as joy, healing, and love. By posing questions about loss of innocence, they incite new literary and visual spaces for fusing together fragments of the remains of land, body, and/or being, all the while creating a site of fresh confessions where critical stories are illuminated collages assembled together from within la línea.
Contributors are: Kiri Avelar, Irving Ayala, Carmella Braniger, Roxana Fragoso Carrillo, Marisa V. Cervantes, Guadalupe Chavez, Julio Enríquez-Ornelas, Liliana Conlisk Gallegos, Verónica Gaona, Andrea Gomez, Filiberto Mares Hernández, Víctor M. Macías-González, Carol Mariano, Ana Silvia Monzon Monterroso, Juana Moriel-Payne, Rachel Anna Neff, Jumko Ogata-Aguilar, José Olivarez, Isabela Ortega, Paul Pedroza, Omar Pimienta, Raphaella Prange, Felipe Quetzalcoatl Quintanilla, Erica Reyes, Fidel García Reyes, Lizbeth De La Cruz Santana and Santiago Vaquera-Vasquez.
Contributors are: Kiri Avelar, Irving Ayala, Carmella Braniger, Roxana Fragoso Carrillo, Marisa V. Cervantes, Guadalupe Chavez, Julio Enríquez-Ornelas, Liliana Conlisk Gallegos, Verónica Gaona, Andrea Gomez, Filiberto Mares Hernández, Víctor M. Macías-González, Carol Mariano, Ana Silvia Monzon Monterroso, Juana Moriel-Payne, Rachel Anna Neff, Jumko Ogata-Aguilar, José Olivarez, Isabela Ortega, Paul Pedroza, Omar Pimienta, Raphaella Prange, Felipe Quetzalcoatl Quintanilla, Erica Reyes, Fidel García Reyes, Lizbeth De La Cruz Santana and Santiago Vaquera-Vasquez.
En la Línea
Series:
Critical Storytelling, Volume: 8
From this set of critical stories emerges a timely confession from marginalized imagined communities at the physical and metaphorical Mexican-American border. These hybrid storytellers create a multivalence of experiences and genres. Composers of this ground-breaking collection draw readers into an affective connection with the borderlands, offering critical examinations of legal status, gender, race, ethnicity, sexuality, social class, family, and health. Additionally, creative representations across genres explore notions of geography, vulnerability, suffering, trauma, pain as well as joy, healing, and love. By posing questions about loss of innocence, they incite new literary and visual spaces for fusing together fragments of the remains of land, body, and/or being, all the while creating a site of fresh confessions where critical stories are illuminated collages assembled together from within la línea.
Contributors are: Kiri Avelar, Irving Ayala, Carmella Braniger, Roxana Fragoso Carrillo, Marisa V. Cervantes, Guadalupe Chavez, Julio Enríquez-Ornelas, Liliana Conlisk Gallegos, Verónica Gaona, Andrea Gomez, Filiberto Mares Hernández, Víctor M. Macías-González, Carol Mariano, Ana Silvia Monzon Monterroso, Juana Moriel-Payne, Rachel Anna Neff, Jumko Ogata-Aguilar, José Olivarez, Isabela Ortega, Paul Pedroza, Omar Pimienta, Raphaella Prange, Felipe Quetzalcoatl Quintanilla, Erica Reyes, Fidel García Reyes, Lizbeth De La Cruz Santana and Santiago Vaquera-Vasquez.
Contributors are: Kiri Avelar, Irving Ayala, Carmella Braniger, Roxana Fragoso Carrillo, Marisa V. Cervantes, Guadalupe Chavez, Julio Enríquez-Ornelas, Liliana Conlisk Gallegos, Verónica Gaona, Andrea Gomez, Filiberto Mares Hernández, Víctor M. Macías-González, Carol Mariano, Ana Silvia Monzon Monterroso, Juana Moriel-Payne, Rachel Anna Neff, Jumko Ogata-Aguilar, José Olivarez, Isabela Ortega, Paul Pedroza, Omar Pimienta, Raphaella Prange, Felipe Quetzalcoatl Quintanilla, Erica Reyes, Fidel García Reyes, Lizbeth De La Cruz Santana and Santiago Vaquera-Vasquez.
Centering Methods and Methodologies
At a time of unprecedented human migration, education can serve as critical space for examining how our society is changing and being changed by this global phenomenon. This important and timely book focuses on methodological lenses to study how migration intersects with education.
In view of newer methodological propositions such as the reduction of participant/researcher binaries, along with newer technology allowing for mapping various forms of data, the authors in this volume question the very legitimacy of traditional methods and attempt here to expose power relations and researcher assumptions that may hinder most methodological processes. Authors raise innovative questions, blur disciplinary lines, and reinforce voice and agentry of those who may have been silenced or rendered invisible in the past.
Contributors are: Gladys Akom Ankobrey, Sarah Anschütz, Amy Argenal, Anna Becker, Jordan Corson, Courtney Douglass, Edmund T. Hamann, Belinda Hernandez Arriaga, Iram Khawaja, Jamie Lew, Cathryn Magno, Valentina Mazzucato, Timothy Monreal, Laura J. Ogden, Onallia Esther Osei, Sophia Rodriguez, Betsabé Roman, Juan Sánchez García, Vania Villanueva, Reva Jaffe Walter, Manny Zapata and Victor Zúñiga.
In view of newer methodological propositions such as the reduction of participant/researcher binaries, along with newer technology allowing for mapping various forms of data, the authors in this volume question the very legitimacy of traditional methods and attempt here to expose power relations and researcher assumptions that may hinder most methodological processes. Authors raise innovative questions, blur disciplinary lines, and reinforce voice and agentry of those who may have been silenced or rendered invisible in the past.
Contributors are: Gladys Akom Ankobrey, Sarah Anschütz, Amy Argenal, Anna Becker, Jordan Corson, Courtney Douglass, Edmund T. Hamann, Belinda Hernandez Arriaga, Iram Khawaja, Jamie Lew, Cathryn Magno, Valentina Mazzucato, Timothy Monreal, Laura J. Ogden, Onallia Esther Osei, Sophia Rodriguez, Betsabé Roman, Juan Sánchez García, Vania Villanueva, Reva Jaffe Walter, Manny Zapata and Victor Zúñiga.
Centering Methods and Methodologies
At a time of unprecedented human migration, education can serve as critical space for examining how our society is changing and being changed by this global phenomenon. This important and timely book focuses on methodological lenses to study how migration intersects with education.
In view of newer methodological propositions such as the reduction of participant/researcher binaries, along with newer technology allowing for mapping various forms of data, the authors in this volume question the very legitimacy of traditional methods and attempt here to expose power relations and researcher assumptions that may hinder most methodological processes. Authors raise innovative questions, blur disciplinary lines, and reinforce voice and agentry of those who may have been silenced or rendered invisible in the past.
Contributors are: Gladys Akom Ankobrey, Sarah Anschütz, Amy Argenal, Anna Becker, Jordan Corson, Courtney Douglass, Edmund T. Hamann, Belinda Hernandez Arriaga, Iram Khawaja, Jamie Lew, Cathryn Magno, Valentina Mazzucato, Timothy Monreal, Laura J. Ogden, Onallia Esther Osei, Sophia Rodriguez, Betsabé Roman, Juan Sánchez García, Vania Villanueva, Reva Jaffe Walter, Manny Zapata and Victor Zúñiga.
In view of newer methodological propositions such as the reduction of participant/researcher binaries, along with newer technology allowing for mapping various forms of data, the authors in this volume question the very legitimacy of traditional methods and attempt here to expose power relations and researcher assumptions that may hinder most methodological processes. Authors raise innovative questions, blur disciplinary lines, and reinforce voice and agentry of those who may have been silenced or rendered invisible in the past.
Contributors are: Gladys Akom Ankobrey, Sarah Anschütz, Amy Argenal, Anna Becker, Jordan Corson, Courtney Douglass, Edmund T. Hamann, Belinda Hernandez Arriaga, Iram Khawaja, Jamie Lew, Cathryn Magno, Valentina Mazzucato, Timothy Monreal, Laura J. Ogden, Onallia Esther Osei, Sophia Rodriguez, Betsabé Roman, Juan Sánchez García, Vania Villanueva, Reva Jaffe Walter, Manny Zapata and Victor Zúñiga.
How the Education System Reacted to the First Wave of Covid-19
The nine chapters in this book explore how the Italian education system responded to distance learning during the first wave of the pandemic. The impact of the hard lockdown on both teaching and learning revealed the inherent weaknesses of a system in which digital technology had only recently been introduced and highlighted the relevant inequalities in their access and use. While students, teachers and families adapted (albeit with difficulty) to the new learning and teaching routines, the institutions faced the challenge of ensuring quality and equality.
By including various case studies and unedited sets of data collected in different areas of the country, the book offers up-to-date insights on the impact of the pandemic on the Italian school system and provides a broad introduction to the educational emergency from a sociological perspective. The volume ends with a post-commentary comparing the Italian case with the similar situation of school closure as it occurred in the United Kingdom.
Contributors are: Paolo Barabanti, Eduardo Barberis, Nico Bazzoli, Rita Bertozzi, Stefania Capogna, Gianna Cappello, Domenico Carbone, Maddalena Colombo, Joselle Dagnes, Maria Chiara De Angelis, Maurizio Merico, Diego Mesa, Flaminia Musella, Francesco Ramella, Marco Romito, Michele Rostan, Mariagrazia Santagati, Tatiana Saruis, Fausta Scardigno, Spyros Themelis, Massimiliano Vaira and Martina Visentin.
By including various case studies and unedited sets of data collected in different areas of the country, the book offers up-to-date insights on the impact of the pandemic on the Italian school system and provides a broad introduction to the educational emergency from a sociological perspective. The volume ends with a post-commentary comparing the Italian case with the similar situation of school closure as it occurred in the United Kingdom.
Contributors are: Paolo Barabanti, Eduardo Barberis, Nico Bazzoli, Rita Bertozzi, Stefania Capogna, Gianna Cappello, Domenico Carbone, Maddalena Colombo, Joselle Dagnes, Maria Chiara De Angelis, Maurizio Merico, Diego Mesa, Flaminia Musella, Francesco Ramella, Marco Romito, Michele Rostan, Mariagrazia Santagati, Tatiana Saruis, Fausta Scardigno, Spyros Themelis, Massimiliano Vaira and Martina Visentin.
How the Education System Reacted to the First Wave of Covid-19
The nine chapters in this book explore how the Italian education system responded to distance learning during the first wave of the pandemic. The impact of the hard lockdown on both teaching and learning revealed the inherent weaknesses of a system in which digital technology had only recently been introduced and highlighted the relevant inequalities in their access and use. While students, teachers and families adapted (albeit with difficulty) to the new learning and teaching routines, the institutions faced the challenge of ensuring quality and equality.
By including various case studies and unedited sets of data collected in different areas of the country, the book offers up-to-date insights on the impact of the pandemic on the Italian school system and provides a broad introduction to the educational emergency from a sociological perspective. The volume ends with a post-commentary comparing the Italian case with the similar situation of school closure as it occurred in the United Kingdom.
Contributors are: Paolo Barabanti, Eduardo Barberis, Nico Bazzoli, Rita Bertozzi, Stefania Capogna, Gianna Cappello, Domenico Carbone, Maddalena Colombo, Joselle Dagnes, Maria Chiara De Angelis, Maurizio Merico, Diego Mesa, Flaminia Musella, Francesco Ramella, Marco Romito, Michele Rostan, Mariagrazia Santagati, Tatiana Saruis, Fausta Scardigno, Spyros Themelis, Massimiliano Vaira and Martina Visentin.
By including various case studies and unedited sets of data collected in different areas of the country, the book offers up-to-date insights on the impact of the pandemic on the Italian school system and provides a broad introduction to the educational emergency from a sociological perspective. The volume ends with a post-commentary comparing the Italian case with the similar situation of school closure as it occurred in the United Kingdom.
Contributors are: Paolo Barabanti, Eduardo Barberis, Nico Bazzoli, Rita Bertozzi, Stefania Capogna, Gianna Cappello, Domenico Carbone, Maddalena Colombo, Joselle Dagnes, Maria Chiara De Angelis, Maurizio Merico, Diego Mesa, Flaminia Musella, Francesco Ramella, Marco Romito, Michele Rostan, Mariagrazia Santagati, Tatiana Saruis, Fausta Scardigno, Spyros Themelis, Massimiliano Vaira and Martina Visentin.
This book offers a critical perspective of the education of the Latinx populations around the world. Whether they are first-generation immigrants, new immigrants, or native born, the research presented in this book pulls from the authors’ personal experiences and their students’ experiences and their rich and diverse cultures to connect with and inspire those interested in learning about the reality of Latinx populations in the US and beyond.
The Latinx research described in this book aims at combatting deficit perspectives among educators and the public. It has taken on the task of highlighting the knowledges and experiences of Latinx students and their communities as strengths and resources to transform curriculum, teaching, and schooling. These chapters craft pedagogies and highlight initiatives that directly work against hegemonic and colonizing practices and schooling. As a result, this book critiques oppressive curriculum and instead recognizes the teacher as a critical actor.
The Latinx research described in this book aims at combatting deficit perspectives among educators and the public. It has taken on the task of highlighting the knowledges and experiences of Latinx students and their communities as strengths and resources to transform curriculum, teaching, and schooling. These chapters craft pedagogies and highlight initiatives that directly work against hegemonic and colonizing practices and schooling. As a result, this book critiques oppressive curriculum and instead recognizes the teacher as a critical actor.
This book offers a critical perspective of the education of the Latinx populations around the world. Whether they are first-generation immigrants, new immigrants, or native born, the research presented in this book pulls from the authors’ personal experiences and their students’ experiences and their rich and diverse cultures to connect with and inspire those interested in learning about the reality of Latinx populations in the US and beyond.
The Latinx research described in this book aims at combatting deficit perspectives among educators and the public. It has taken on the task of highlighting the knowledges and experiences of Latinx students and their communities as strengths and resources to transform curriculum, teaching, and schooling. These chapters craft pedagogies and highlight initiatives that directly work against hegemonic and colonizing practices and schooling. As a result, this book critiques oppressive curriculum and instead recognizes the teacher as a critical actor.
The Latinx research described in this book aims at combatting deficit perspectives among educators and the public. It has taken on the task of highlighting the knowledges and experiences of Latinx students and their communities as strengths and resources to transform curriculum, teaching, and schooling. These chapters craft pedagogies and highlight initiatives that directly work against hegemonic and colonizing practices and schooling. As a result, this book critiques oppressive curriculum and instead recognizes the teacher as a critical actor.
Series:
Critical Storytelling, Volume: 6
What does it mean to be a young Muslim American woman in the US educational system? This book answers this question by presenting the counter-narratives of 15 young women. These accounts debunk prevalent stereotypes and biases, and reveal an educational climate marked by Islamophobia. Through these overall educational experiences, readers are able to explore the role of family, faith-based education, the mosque, and community in these women’s lives.
The social and academic learning opportunities showcase instances of both inclusion and marginalization which lead students to experience a double consciousness. What this study ultimately shows is that these students experience the dichotomous pull of religious and cultural values as they navigate their intersectional identities.
The social and academic learning opportunities showcase instances of both inclusion and marginalization which lead students to experience a double consciousness. What this study ultimately shows is that these students experience the dichotomous pull of religious and cultural values as they navigate their intersectional identities.
Series:
Critical Storytelling, Volume: 6
What does it mean to be a young Muslim American woman in the US educational system? This book answers this question by presenting the counter-narratives of 15 young women. These accounts debunk prevalent stereotypes and biases, and reveal an educational climate marked by Islamophobia. Through these overall educational experiences, readers are able to explore the role of family, faith-based education, the mosque, and community in these women’s lives.
The social and academic learning opportunities showcase instances of both inclusion and marginalization which lead students to experience a double consciousness. What this study ultimately shows is that these students experience the dichotomous pull of religious and cultural values as they navigate their intersectional identities.
The social and academic learning opportunities showcase instances of both inclusion and marginalization which lead students to experience a double consciousness. What this study ultimately shows is that these students experience the dichotomous pull of religious and cultural values as they navigate their intersectional identities.
The book reflects on the extent to which the coronavirus (COVID-19) pandemic influenced the education system in Africa, notably South Africa. The advent of the pandemic has brought a new context to the challenges of access, deepening the precarious position of African higher education systems. The pandemic underscored that African higher education systems are fragile and not uniformly resilient. The book discusses the challenges created or further entrenched by COVID-19 and how the typology of inequality across the differentiated institutions impacted the management of education delivery during COVID-19. Per se, lessons learned were documented to inform decision-making and practice while drawing conclusions for future usage. Even though the shift to emergency remote teaching was not foreseen and thus not coordinated, the authors argue that students’ learning styles, perceptions of online learning and digital pedagogy should be considered in the post-COVID-19 curricula development processes.
The book reflects on the extent to which the coronavirus (COVID-19) pandemic influenced the education system in Africa, notably South Africa. The advent of the pandemic has brought a new context to the challenges of access, deepening the precarious position of African higher education systems. The pandemic underscored that African higher education systems are fragile and not uniformly resilient. The book discusses the challenges created or further entrenched by COVID-19 and how the typology of inequality across the differentiated institutions impacted the management of education delivery during COVID-19. Per se, lessons learned were documented to inform decision-making and practice while drawing conclusions for future usage. Even though the shift to emergency remote teaching was not foreseen and thus not coordinated, the authors argue that students’ learning styles, perceptions of online learning and digital pedagogy should be considered in the post-COVID-19 curricula development processes.
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