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Author: Arthur W. Chickering
Publisher: San Francisco : Jossey-Bass
ISBN:
Category : Education
Languages : en
Pages : 392
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Book Description
Arthur Chickering and Linda Reisser have produced an intelligent and penetrating scholarly work that is a worthy sequel to its distinguished predecessor. If the history of Education and Identity is any indication, this second edition will take its place among the classics in higher education literature. ?Ernest T. Pascarella, professor of educational psychology, the University of Illinois, Chicago This completely revised and updated edition of Chickering's classic work presents new findings from the last twenty-five years and describes policies and practices in higher education that will foster the broad-based development of human talent essential to our society in the 21st century.
Author: Arthur W. Chickering
Publisher:
ISBN:
Category : Education, Higher
Languages : en
Pages : 367
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Book Description
Author: H. Milner
Publisher: Springer
ISBN: 0230105661
Category : Education
Languages : en
Pages : 232
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Book Description
This book analyzes equity and diversity in schools and teacher education. Within this broad and necessary context, the book raises some critical issues not previously explored in many multicultural and urban education texts.
Author: Carol Vincent
Publisher: Routledge
ISBN: 1134433484
Category : Education
Languages : en
Pages : 238
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Book Description
This collection will give readers interested in questions of social justice and education access to the work of some of the key contributors to the debate in the UK.
Author: Arthur W. Chickering
Publisher: San Francisco : Jossey-Bass
ISBN:
Category : Education
Languages : en
Pages : 392
Get Book
Book Description
Arthur Chickering and Linda Reisser have produced an intelligent and penetrating scholarly work that is a worthy sequel to its distinguished predecessor. If the history of Education and Identity is any indication, this second edition will take its place among the classics in higher education literature. ?Ernest T. Pascarella, professor of educational psychology, the University of Illinois, Chicago This completely revised and updated edition of Chickering's classic work presents new findings from the last twenty-five years and describes policies and practices in higher education that will foster the broad-based development of human talent essential to our society in the 21st century.
Author: Carles Monereo
Publisher: Dialogical Self Theory
ISBN: 9781648028304
Category : Educators
Languages : en
Pages : 332
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Book Description
The 21st century and its many challenges (invasion of digital technology, climate change, health crises, political crises, etc.) alert us that we need new educational responses, led by new education professionals. Research has shown that for these professionals to change in a substantial and profound way, they must change their identity, that is, the way in which they give meaning and meaning to their professional work. This book exposes, based on one of the most current and advanced theories for analyzing identity change -the theory of the dialogical self-, what changes should take place and how to promote them in eleven fundamental professional profiles in current education (teachers of student-teachers, primary & secondary teachers, inclusive teachers, inquiring teachers, mentors, school principals, university teachers, academic advisors, technologic/hybrid teachers, Learning specialists & educational researchers).
Author: Nathanael Rudolph
Publisher: Multilingual Matters
ISBN: 1788927443
Category : Language Arts & Disciplines
Languages : en
Pages : 408
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Book Description
This book addresses two critical calls pertaining to language education. Firstly, for attention to be paid to the transdisciplinary nature and complexity of learner identity and interaction in the classroom and secondly, for the need to attend to conceptualizations of and approaches to manifestations of (in)equity in the sociohistorical contexts in which they occur. Collectively, the chapters envision classrooms and educational institutions as sites both shaping and shaped by larger (trans)communal negotiations of being and belonging, in which individuals affirm and/or problematize essentialized and idealized nativeness and community membership. The volume, comprised of chapters contributed by a diverse array of researcher-practitioners living, working and/or studying around the globe, is intended to inform, empower and inspire stakeholders in language education to explore, potentially reimagine, and ultimately critically and practically transform, the communities in which they live, work and/or study.
Author: Chaise LaDousa
Publisher: Taylor & Francis
ISBN: 1000407853
Category : Education
Languages : en
Pages : 201
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Book Description
This book examines medium of instruction in education and studies its social, economic, and political significance in the lives of people living in South Asia. It provides insight into the meaning of medium and what makes it so important to identity, aspiration, and inequality. It questions the ideologized associations between education and social and spatial mobility and discusses the gender- and class-based marginalization that comes with vernacular-medium education. The volume also considers how policy measures, such as the Right to Education (RTE) Act in India, have failed to address the inequalities brought by medium in schools, and investigates questions on language access, inclusion, and rights. Drawing on extensive fieldwork and in-depth interviews, the book will be indispensable for students and scholars of anthropology, education studies, sociolinguistics, sociology, and South Asian studies. It will also appeal to those interested in language and education in South Asia, especially the role of language in the reproduction of inequality.
Author: Edward Vickers
Publisher: Routledge
ISBN: 113540500X
Category : Education
Languages : en
Pages : 359
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Book Description
Visions of the past are crucual to the way that any community imagines itself and constructs its identity. This edited volume contains the first significant studies of the politics of history education in East Asian societies.
Author: Becki Cohn-Vargas
Publisher: Corwin Press
ISBN: 1071835815
Category : Education
Languages : en
Pages : 289
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Book Description
Lead an identity safe learning community where students of all backgrounds thrive Students of all backgrounds reach their full potential when they feel a sense of belonging and inclusion. When their social identities are valued as assets rather than barriers to learning, they flourish. This guide provides evidence-based strategies that support you as a leader in creating an environment that promotes identity safe students, who experience a challenging curriculum that respects their diverse social identities. Features in the book include: Guiding principles for student voice, equalizing status and cultivating acceptance across race, ethnicity, gender and other differences Ideas and examples for anti-racist dialogue and activities for teachers and students that counter colorblind practices, stereotype threat and biases Vignettes, and examples of identity safe practices for students and adult learning for staff, families and the community Systems for student-centered assessment and data collection Resources for developing equitable school policies and a comprehensive identity safety plan for your school Educators fulfill the promise of an equitable education when students of all backgrounds know that who they are and what they think matters. Start the journey to become an identity safe school and see the results for yourself! “Belonging and Inclusion in Identity Safe Schools: A Guide for Educational Leaders is a timely and important book. For several years, the nation′s schools have been asked to focus their energies on raising student achievement. However, too often educators have ignored the need to honor, support and affirm the identities of the students they serve. For educators who serve children of color, particularly Black, Native American and Latinx children who are often subject to overt and covert forms of forced assimilation, this book will be an invaluable resource on how to create learning opportunities that make it possible for such children to thrive.” ~Pedro Noguera, Dean of Rossier School of Education, University of Southern California “Bravo to authors Cohn-Vargas, Gogolewski, Creer Kahn, and Epstein for their ground-breaking book on Identify Safe Schools for Administrators and Teacher and Staff Leaders! They provide much-needed evidence for educators to elevate and even inspire the equity, empowerment, and academic growth needed to wholly support all children to flourish in school and their lives.” ~Debbie Zacarian, Director, Zacarian and Associates
Author: Sue L. Motulsky
Publisher: IAP
ISBN: 1648022154
Category : Education
Languages : en
Pages : 304
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Book Description
Learning and identity development are lifetime processes of becoming. The construction of self, of interest to scholars and practitioners in adult development and adult learning, is an ongoing process, with the self both forming and being formed by lived experience in privileged and oppressive contexts. Intersecting identities and the power dynamics within them shape how learners define themselves and others and how they make meaning of their experiences in the world. The series, I Am What I Become: Constructing Identities as Lifelong Learners, is an insightful and diverse collection of empirical research and narrative essays in identity development, adult development, and adult learning. The purpose of this series is to publish contributions that highlight the intimate and intricate connections between learning and identity. The series aims to assist our readers to understand and nurture adults who are always in the process of becoming. We hope to promote reflection and research at the intersection of identity and adult learning at any point across the adult lifespan. The rich array of qualitative research designs as well as autobiographic and narrative essays transform and expand our understanding of the lived experience of people both like us and unlike us, from the U.S. and beyond. Identity and Lifelong Learning: Becoming through Lived Experience, Volume Two of the series, focuses on identity and learning within informal settings and life experiences. The contributions showcase the many ways that identity development and learning occur within cultural domains, through developmental and identity challenges or transitions in career or role, and in a variety of places from assisted living facilities to makerspaces. These chapters highlight identity and learning across the adult lifespan from millennials and emerging adults to midlife and older adults. The authors examine cultural, relational and social identity exploration and learning in international contexts and within marginalized communities. This volume features phenomenological and ethnographic qualitative studies, autoethnographies, case studies, and narratives that engage the reader in the myriad ways that adult development, learning, and identity connect and influence each other. Praise for: Identity and Lifelong Learning: Becoming Through Lived Experience "We all pay lip service to the importance of lifelong learning, but what is it exactly and how does it come about? The connections between identity and learning are intriguing and complex, especially when it comes to adult learners. In this very thoughtfully organized collection, researchers present qualitative and narrative studies, along with personal narratives, to explore identity development in formal and informal learning environments. Contributions from varied cultural contexts, most with powerful and moving stories to tell, provide insight into how identity, meaning-making, and adult learning and development intersect and influence each other. Psychologists, scholars and educators interested in identity development and meaning-making will find inspiration and fresh understanding in this innovative and enlightening series." Ruthellen Josselson Author of Paths to Fulfillment: Women’s Search for Meaning and Identity "This innovative series on adult development is inspiring and substantive. We hear voices from the margins and stories of courage. We read identity-formation narratives by young adults and experienced professionals who share impressive capacities for transparency, vulnerability, and self-reflection. Many of the narratives are embedded in rigorous qualitative research that highlights diverse ways that identity is shaped through social positionality, lived experience, the quest for individuation, and willingness to encounter life as a dynamic learning process." Jared D. Kass, Lesley University Author, of A Person-Centered Approach to Psychospiritual Maturation: Mentoring Psychological Resilience and Inclusive Community in Higher Education
