This text presents a variety of ways for students to meet traditional instructional goals in writing while also learning how writing can help them become stewards of the natural world and advocates for their own communities.
This text presents a variety of ways for students to meet traditional instructional goals in writing while also learning how writing can help them become stewards of the natural world and advocates for their own communities.
This edited volume showcases first-hand accounts of crafting and handling feedback during the peer review process from early career researchers (ECRs), journal editors and experienced reviewers to develop the concept of 'feedback literacy' in academic peer review contexts.
Drawing on the works of ten scholars and public intellectuals ranging over 200 years, this book foregrounds ways of knowing that include but go beyond the cognitive.
This authored text critically examines the theory and practice of college internship programs grounded in equity, diversity, inclusion, and access (EDIA) to examine issues such as infrastructure, inclusion, and privilege through "e;provocative praxis,"e; a form of provocative inquiry that drives the ethics of pedagogy to envision student success both equitably and sustainably.
This innovative, interdisciplinary course textbook is designed to provide the who, what, where, when, why, and how of the intersections of language, inequality, and social justice in North America, using the applied linguistic anthropology (ALA) framework.
Thoroughly revised throughout, this bestselling book returns in a new edition to take an even more comprehensive look at the question: How can teachers and schools create genuinely inclusive classrooms that meet the needs of every student?
This book offers an international breadth of historical and theoretical insights into recent efforts to "e;decolonise"e; legal education across the world.
This authored text critically examines the theory and practice of college internship programs grounded in equity, diversity, inclusion, and access (EDIA) to examine issues such as infrastructure, inclusion, and privilege through "e;provocative praxis,"e; a form of provocative inquiry that drives the ethics of pedagogy to envision student success both equitably and sustainably.
This timely volume conceptualises and applies the philosophical notions of wonder, wander, and whisper, serving as evaluative paradigms for objective assessment of quality doctoral research work and supervision in South African higher education.
The 21st century is steeped in claims to interconnection, technological innovation, and new affective intensities amid challenges to the primacy and centrality of "e;the human"e;.
Featuring current information and challenging perspectives on the latest issues and forces shaping the American educational system-with scholarship that is often cited as a primary source-Joel Spring introduces readers to the historical, political, social and legal foundations of education and to the profession of teaching in the United States.
Employing a unique generational approach, this book critically assesses social media in educational contexts across all educational levels: from primary and secondary schools to further and higher education, proposing a schema for social media literacy (SML).
The 21st century is steeped in claims to interconnection, technological innovation, and new affective intensities amid challenges to the primacy and centrality of "e;the human"e;.
Thoroughly revised throughout, this bestselling book returns in a new edition to take an even more comprehensive look at the question: How can teachers and schools create genuinely inclusive classrooms that meet the needs of every student?
Whilst there is an extensive body of research exploring the barriers to gender equality and female empowerment in high-income states, there are far fewer systematic analyses within lower-income settings.
This innovative, accessible book is an introduction to using digital storytelling in language teaching, with a focus on English as an Additional Language (EAL) instruction.
The 21st century is steeped in claims to interconnection, technological innovation, and new affective intensities amid challenges to the primacy and centrality of "e;the human"e;.
This timely volume conceptualises and applies the philosophical notions of wonder, wander, and whisper, serving as evaluative paradigms for objective assessment of quality doctoral research work and supervision in South African higher education.
Employing a unique generational approach, this book critically assesses social media in educational contexts across all educational levels: from primary and secondary schools to further and higher education, proposing a schema for social media literacy (SML).
The 8th edition of this bestselling text provides a framework and instructional strategies for identifying, selecting, and teaching high-quality children's literature for ages 0-8.
The 8th edition of this bestselling text provides a framework and instructional strategies for identifying, selecting, and teaching high-quality children's literature for ages 0-8.
This innovative, interdisciplinary course textbook is designed to provide the who, what, where, when, why, and how of the intersections of language, inequality, and social justice in North America, using the applied linguistic anthropology (ALA) framework.
Decolonial Arts Praxis: Transnational Pedagogies and Activism illustrates the productive potential of critical arts pedagogies in the ongoing work of decolonization by engaging art, activism, and transnational feminisms.
Decolonial Arts Praxis: Transnational Pedagogies and Activism illustrates the productive potential of critical arts pedagogies in the ongoing work of decolonization by engaging art, activism, and transnational feminisms.
An essential text on discourse theory and analytic methods, this book demonstrates the possibilities of using discourse analysis to better understand language, literacy, culture, and teaching.
An essential text on discourse theory and analytic methods, this book demonstrates the possibilities of using discourse analysis to better understand language, literacy, culture, and teaching.
In Identity-Affirming Literacies in Schools, Chantal Francois and Jen McLaughlin Cahill combine their teaching, leadership, and research at Pearl Street Collaborative School in New York City to provide an intimate portrayal of what it means to strive toward a humanizing literacy pedagogy.
This book is a genealogical inquiry into the present problem of violence, in the United States and internationally, through the lens of curriculum theory.
This book is a genealogical inquiry into the present problem of violence, in the United States and internationally, through the lens of curriculum theory.
Identity and Belonging among Chinese Canadian Youth unveils how Chinese immigrant youth struggle as racialized minorities at school, in their family, and through their formative interactions with Canadian mainstream media.
This book pushes the theoretical boundaries of human rights education, engaging with complex questions of climate-related injustices, re-imagining education through a decolonising lens, and problematising the relationship between rights and responsibilities.
Building on extensive, internationally leading empirical research conducted by the Jubilee Centre for Character and Virtues, this book explores the soldier as a virtuous professional through a close examination of soldiers' character and ethical reasoning.
Building on extensive, internationally leading empirical research conducted by the Jubilee Centre for Character and Virtues, this book explores the soldier as a virtuous professional through a close examination of soldiers' character and ethical reasoning.
This book pushes the theoretical boundaries of human rights education, engaging with complex questions of climate-related injustices, re-imagining education through a decolonising lens, and problematising the relationship between rights and responsibilities.
Providing the first volume-length exploration of the role that dialogue can play in history education classrooms, this book explores the socio-cultural, psychological, and digital dimensions of dialogic practice to promote research into historical thinking, historical consciousness, and critical thinking in educational settings.
This book provides a new, empirically informed framework designed to equip higher education faculty with the tools to help students engage in humanizing, mutually beneficial, and anti-colonial experiential education alongside other students and communities around the world.
This book provides a new, empirically informed framework designed to equip higher education faculty with the tools to help students engage in humanizing, mutually beneficial, and anti-colonial experiential education alongside other students and communities around the world.
