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Author: Lori D. Patton
Publisher:
ISBN: 9781138819474
Category : Academic achievement
Languages : en
Pages : 0
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Book Description
Critical Perspectives on Black Women and College Success presents theoretically grounded scholarship and research that explores the experiences of black undergraduate women in college from a wide range of perspectives.
Author: Lori D. Patton
Publisher:
ISBN: 9781138819474
Category : Academic achievement
Languages : en
Pages : 0
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Book Description
Critical Perspectives on Black Women and College Success presents theoretically grounded scholarship and research that explores the experiences of black undergraduate women in college from a wide range of perspectives.
Author: Lori D. Patton
Publisher: Routledge
ISBN: 1317592077
Category : Education
Languages : en
Pages : 224
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Book Description
In this comprehensive volume, research-based chapters examine the experiences that have shaped college life for Black undergraduate women, and invite readers to grapple with the current myths and definitions that are shaping the discourses surrounding them. Chapter authors ask valuable questions that are critical for advancing the participation and success of Black women in higher education settings and also provide actionable recommendations to enhance their educational success. Perspectives about Black undergraduate women from various facets of the higher education spectrum are included, sharing their experiences in academic and social settings, issues of identity, intersectionality, and the services and support systems that contribute to their success in college, and beyond. Presenting comprehensive, theoretically grounded, and thought-provoking scholarship, Critical Perspectives on Black Women and College Success is a definitive resource for scholarship and research on Black undergraduate women.
Author: Noelle Witherspoon-Arnold
Publisher: IAP
ISBN: 162396749X
Category : Education
Languages : en
Pages : 291
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Book Description
While nation engages in debates concerning central issues of religion and religious diversity in education, the historic saliency of religion and spirituality in the Black community and in the education of its children continues to be largely ignored. Historically, religion and spirituality were foundational to the development and understanding of social justice issues, including, but not limited to, issues of protest, community up-lift, notions of care, and anti-oppression. Taking into account the historical significance of religion and spirituality in the Black community, it is essential for education scholars to cultivate these long-standing connections as a means for advancing contemporary struggles for social justice, religiosity in education, and counter-hegemonic praxis. The purpose of this book is to expand our understanding of spirituality and religion as related to the p-20 schooling of Blacks students. Educational scholarship continues to explore the workings of social justice to ameliorate inequities for those who have not been well served in schools. Although the concept of social justice remains a somewhat inchoate term in educational literature, this book seeks to explore the historicity of religion and spirituality while offering a scaffold that links ordinary everyday acts of justice, religion, and spirituality in education to a culture that systematically and institutionally assaults the worth of Black students. It is important to note that this book is grounded in a broad concept of religion and spirituality and the editors seek to be inclusive of all types, styles, and traditions of religiosity and spirituality.
Author: LaGarrett J. King
Publisher: IAP
ISBN: 1641138440
Category : Social Science
Languages : en
Pages : 269
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Book Description
Concerned scholars and educators, since the early 20th century, have asked questions regarding the viability of Black history in k-12 schools. Over the years, we have seen k- 12 Black history expand as an academic subject, which has altered research questions that deviate from whether Black history is important to know to what type of Black history knowledge and pedagogies should be cultivated in classrooms in order to present a more holistic understanding of the group’ s historical significance. Research around this subject has been stagnated, typically focusing on the subject’s tokenism and problematic status within education. We know little of the state of k-12 Black history education and the different perspectives that Black history encompasses. The book, Perspectives on Black Histories in Schools, brings together a diverse group of scholars who discuss how k-12 Black history is understood in education. The book’s chapters focus on the question, what is Black history, and explores that inquiry through various mediums including its foundation, curriculum, pedagogy, policy, and psychology. The book provides researchers, teacher educators, and historians an examination into how much k- 12 Black history has come and yet how long it still needed to go.
Author: David Gillborn
Publisher: Psychology Press
ISBN: 9780415336628
Category : Multicultural education
Languages : en
Pages : 288
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Book Description
Bringing together scholarship from both sides of the Atlantic, this book focuses on the questions that shape the field of multicultural education, offering the reader an opportunity to achieve a real grasp of the subject.
Author: Gloria Ladson-Billings
Publisher: IAP
ISBN: 1607525100
Category : Social Science
Languages : en
Pages : 301
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Book Description
Author: Sue Winton
Publisher: IAP
ISBN: 1641138815
Category : Education
Languages : en
Pages : 240
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Book Description
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. The book’s authors share a critical orientation towards policy and policy research and invite readers to think differently about what policy is, who policymakers are, and what policy can achieve. Their chapters discuss findings from research grounded in diverse theories, including institutional ethnography, critical disability theory, and critical race theory. The authors encourage scholars of family, school, and community partnerships to ask who benefits from policies (and who loses) and how proposed reforms maintain or disrupt existing relations of power. The chapters present original research on a broad range of policies at the local, state/provincial, and national levels in Canada and the USA. Some authors look closely at the enactment of specific district policies, including a school district’s language translation policy and a policy to create local advisory bodies as part of decentralization efforts. Other chapters reveal the often unacknowledged yet necessary work parents do to meet their children’s needs and enable schools to operate. A few chapters focus on challenges and paradoxes of including families and community members in policymaking processes, including a case where parents demonstrated a preference for a policy that research demonstrates can be detrimental to their children’s future education opportunities. Another set of chapters emphasizes the centrality of policy texts and how language influences the educational experiences and engagement of students and their families. Each chapter concludes with a discussion of implications of the research for educators, families, and other community partners.
Author: Tori K. Flint
Publisher: Lexington Books
ISBN: 179361413X
Category : Education
Languages : en
Pages : 259
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Book Description
Critical Perspectives on Teaching in the Southern United States presents new and provocative insights into education in the Southern United States, from the perspective of educators with a variety of experiences. This book foregrounds the Southern United States as having unique sociopolitical, sociohistorical, and sociocultural contexts which directly influence knowledge and classroom pedagogies. Contributors use a range of critical frameworks that coalesce around methods including: self-reflection through research, social justice advocacy, and culturally responsive, culturally relevant, culturally sustaining, and asset-based pedagogies. Through the lenses of these critical frameworks, several contributors also address challenges and strategies for teaching controversial topics in the classroom. Drawing upon unique experiences teaching in various regions of the Southern United States, chapters explore salient topics such as race, language, gender, discrimination, identity, immigration, poverty, social justice, and their influence(s) on pedagogy. This book raises questions considering the ways that history has shaped present-day Southern education and about the myriad complex dynamics that influence pedagogy in the Southern U.S. context. Ultimately, this book affirms the importance of utilizing critical perspectives in contemporary discussions about education in the Southern United States.
Author: Catherine Compton-Lilly
Publisher: Routledge
ISBN: 1000402460
Category : Education
Languages : en
Pages : 161
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Book Description
This volume examines revolutionary constructs in literacy education and demonstrates how they have been gentrified, whitewashed, and appropriated, losing their revolutionary edge so as to become palatable for the mainstream. Written by top scholars in literacy education, chapters cover key concepts that were originally conceived as radical theories to upset the status quo—including Third Space, Funds of Knowledge, Culturally Relevant Pedagogies, and more. Each chapter addresses how the core theory was culturally appropriated and de-fanged to support rather than take down racial and societal hierarchies. Critiquing the harmful impact of watering down these theories, the contributors offer ways to restore the edge to these once groundbreaking ideas, reject racist and assimilationist trends, and support the original vision behind these liberatory theories. In so doing, this volume adopts a truly radical, critical stance that is essential for researchers, scholars, and students in literacy education.
Author: Prentice T. Chandler
Publisher: IAP
ISBN: 1681230925
Category : Education
Languages : en
Pages : 329
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Book Description
Race and racism are a foundational part of the global and American experience. With this idea in mind, our social studies classes should reflect this reality. Social studies educators often have difficulties teaching about race within the context of their classrooms due to a variety of institutional and personal factors. Doing Race in Social Studies: Critical Perspectives provides teachers at all levels with research in social studies and critical race theory (CRT) and specific content ideas for how to teach about race within their social studies classes. The chapters in this book serve to fill the gap between the theoretical and the practical, as well as help teachers come to a better understanding of how teaching social studies from a CRT perspective can be enacted. The chapters included in this volume are written by prominent scholars in the field of social studies and CRT. They represent an original melding of CRT concepts with considerations of enacted social studies pedagogy. This volume addresses a void in the social studies conversation about race—how to think and teach about race within the social science disciplines that comprise the social studies. Given the original nature of this work, Doing Race in Social Studies: Critical Perspectives is a much-needed addition to the conversation about race and social studies education.
