Hearts and Minds Without Fear: Unmasking the Sacred in Teacher Preparation is the first book of its kind that focuses on the critical urgency of integrating creativity, mindfulness, and compassion in which social and ecological justice are forefronted in teacher preparation.
Acquired brain injury (ABI) describes damage to the brain that occurs after birth, caused by traumatic injury such as an accident or fall, or by non-traumatic cause such as substance abuse, stroke, or disease.
Fourteen American and Canadian academics contribute 13 chapters placing race at the center of an understanding of social studies practices in education.
On Indian Ground: Northwest is the second of ten regionally focused texts that explores American Indian/Alaska Native/Native Hawaiian education in depth.
This book covers the results of investigation of social realities and their public representation in Brazilian poor communities, with a particular emphasis on the use of cultural tools to survive and create psychological and social novelty under conditions of severe poverty.
The failure of American education to achieve racial diversity has resulted from the inability of educational researchers, policy makers and judicial officials to disentangle the complex definitions that have emerged in a post-segregated society.
This volume provides examples of current developments on the role of ICT for education, development, and social justice within an international context.
This group of essays is written to provide a series of suggestions to Native people who seek to deal with alcoholism from the perspective of their unique heritages and with an understanding that the pressures to which Native traditions and societies have been subjected may trigger dysfunctional behavior, such as excessive drinking.
The aim of this book is to present some recent research findings on dif-ferent aspects of multicultural education, thus informing educators of issues, policies and new approaches to multicultural education being used around the world.
The volume 3 of this series is designed to present educators with current research and emerging issues in teaching, learning and motivation in a multicultural context.
It is more important than ever to share best practices with emerging leaders in the social services and education fields, as leaders and students need to understand the practical application of policies and theories.
This seminal book is the original and definitive text presenting gender, sex and relationship diversity (GSRD) therapy as its own therapeutic approach rather than simply a set of techniques or "e;add on"e; to other modalities in working with LGBTQ+ clients and other marginalised populations.
Restorative Practice Meets Social Justice: Un-silencing the Voices of "e;At-Promise"e; Student Populations is a collection of pragmatic urban school experiences that focus on restorative approaches situated in the context of social justice.
We began the call for this book by asking authors to ideate on activism -to take up and seek to extend- the interbraided values from the Curriculum and Pedagogy group's espoused mission and vision, collocating activist ideologies, theoretical traditions, and practical orientations as a means of creatively, reflectively, and productively responding to the increasingly dire social moment.
The focus of this book is on different aspects of leadership and governess for learning in the early childhood education and care (ECEC) sector, which serves children aged 1-5 years.
Recent discussions and dissemination of information regarding the rapid growth of Asian Americans and Pacific Islanders (AAPI) across our nation are creating some awareness among administrators and educators in higher education institutions regarding the extensive diversity of AAPIs, the struggles of some AAPI populations in pursuing and succeeding in higher education, and the lack of support for their educational success.
Restorative Practice Meets Social Justice: Un-silencing the Voices of "e;At-Promise"e; Student Populations is a collection of pragmatic urban school experiences that focus on restorative approaches situated in the context of social justice.
We hold that the mission of social studies is not attainable, without attention to the ways in which race and racism play out in society-past, present, and future.
International Advances in Education: Global Initiatives for Equity and Social Justice is an international research monograph series of scholarly works that focuses primarily on empowering children, adolescents, and young adults from diverse educational, socio-cultural, linguistic, religious, racial, ethnic, and socio-economic settings to become non-exploited/non-exploitive contributing members of the global community.
The book, Talking About Structural Inequalities in Everyday Life: New Politics of Race in Groups, Organizations, and Social Systems, provides critical attention to contemporary, innovative, and cutting-edge issues in group, organizational, and social systems that address the complexities of racialized structural inequalities in everyday life.
The book, Talking About Structural Inequalities in Everyday Life: New Politics of Race in Groups, Organizations, and Social Systems, provides critical attention to contemporary, innovative, and cutting-edge issues in group, organizational, and social systems that address the complexities of racialized structural inequalities in everyday life.
Recent discussions and dissemination of information regarding the rapid growth of Asian Americans and Pacific Islanders (AAPI) across our nation are creating some awareness among administrators and educators in higher education institutions regarding the extensive diversity of AAPIs, the struggles of some AAPI populations in pursuing and succeeding in higher education, and the lack of support for their educational success.
Democratizing educational access and building capacity in developing countries and amongst indigenous peoples in developed countries may be elusive but are hopeful goals.
Democratizing educational access and building capacity in developing countries and amongst indigenous peoples in developed countries may be elusive but are hopeful goals.
As a result of the AIDS epidemic, many nations around the world have faced the demands of caring for a particularly vulnerable population of children, the orphans of parents who have died of AIDS or whose caregivers are terminally ill from the disease.
