While social identity challenges probably confront all school administrators, the authors focus on a doubly marginalized leadership population-Black female principals-whose experiences are rarely tapped.
Anyone who is touched by public education - teachers, administrators, teacher-educators, students, parents, politicians, pundits, and citizens - ought to read this book, a revamped and updated second edition.
Too often teachers and students doubt their own abilities to forge collective work and dynamic critical learning in the midst of education reform practices that limit their opportunities to do so.
In spite of No Child Left Behind and the support provided by Response To Intervention, significant numbers of students continue to struggle with literacy.
There are only a few studies that investigate the actual small-scale classroom processes and approaches that allow for students to participate in "e;doing"e; critical science and none that compare CSE to traditional classroom contexts.
Although the social reality is stark for progressive scholars who engage in scholarly activities or are committed to guiding their students to develop a social-just praxis in the circles of higher education, some scholars have found fissures amid the alienating, often hostile academic world to learn, grow, and create transformative communities.
This book provides an introduction to classical social theory through discussion, application, and synthesis of the work of Karl Marx, Emile Durkheim, and George Herbert Mead.
A group of multiethnic scholars and practitioner researchers explore concepts of teaching for social justice and preparing teachers to work towards social justice in schools and communities.
Through rapid developments in commerce, transportation and communication, people once separated by space, language and politics are now interwoven into a complex global system (Friedman, 2005).
Teaching is not merely a technical process- it is one that requires creative and inspirational thinking, not only on the part of students but for teachers themselves as artful, reflective beings.
Through rapid developments in commerce, transportation and communication, people once separated by space, language and politics are now interwoven into a complex global system (Friedman, 2005).
Although the social reality is stark for progressive scholars who engage in scholarly activities or are committed to guiding their students to develop a social-just praxis in the circles of higher education, some scholars have found fissures amid the alienating, often hostile academic world to learn, grow, and create transformative communities.
It is common for teachers and students of education to feel disheartened about the profession and their own aims and purposes once they become conscious of the dehumanizing tendencies of the schooling institution.
This book is intended to contribute model bases on a faith-inspired, biblically based perspective that is consistent with the needs of strategicorganizational leadership.
In From Socrates to Summerhill and Beyond: Towards a Philosophy of Education for Personal Responsibility, Ronald Swartz offers an evolving development of fallible, liberal democratic, self-governing educational philosophies.
This volume brings together design thinking, critical social theory, and learning sciences to describe promising learning innovations that foster rights, dignity, and social justice for youth.
Critical Perspectives on Education Policy and Schools, Families, and Communities offers scholars, students, and practitioners important new knowledge about how current policies impact families, schools, and community partnerships.
It is common for teachers and students of education to feel disheartened about the profession and their own aims and purposes once they become conscious of the dehumanizing tendencies of the schooling institution.
Reflecting on almost three decades of postsocialist transformations, the second edition of Globalization on the Margins explores continuities and changes in Central Asian education development since the dissolution of the Soviet Union in 1991, with a particular focus on the developments that took place since the production of the first edition in 2011.
The Soul of Higher Education: Contemplative Pedagogy, Research and Institutional Life for the Twenty-first Century contributes to an understanding of the importance and implications of a contemplative grounding for higher education.
This book examines American societal structures and institutions, beginning and ending with public education, and exposes how dysfunction and the investment in this dysfunction is an actual political agenda.
The continued presence and growth of religion within the global community, resists the notion that religion is to be usurped by the secular or disenfranchised through secularism.
Transformative Education for the Second Renaissance follows educator John PW Hudson through a personal and professional journey that led him to respond to what he sees as underlying fissures in the bedrock of educational practice.
Whereas This Fist Called My Heart, the first Peter McLaren reader (2016), offers a window into the development and reorientation of McLaren's work over time, Tracks to Infinity emphasizes the significance of orientation in his contemporary work.
The "e;Boy Crisis"e; is cited often in educational and news reports due to the consistent reading achievement gap for boys and the statistics paint a dismal picture of boys in school.
With awareness of both the opportunities and challenges presented by globalization, there is a growing trend among colleges and universities across the country to commit goals and resources to the concept of internationalizing their campuses.
The body of literature has pointed to the benefits of educational interventions in facilitating improvement in school motivation and, by implication, learning and achievement.
