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Author: Aprille J. Phillips
Publisher: Multicultural Education
ISBN: 9780807769577
Category : Education
Languages : en
Pages : 0
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Book Description
Discover how top-down, policy-into-practice educational mandates have adversely affected indigenous communities in the United States' midwestern core. The author scrutinizes how leaders and intermediaries in Nebraska, involved at various tiers of policy development and reform, conceptualized and implemented school accountability policy in Indian country. In particular, Phillips explores state-directed reform efforts in a school on the Santee Sioux Reservation consistently labeled as failing and persistently experiencing intervention from outsiders presented as experts. The book interrogates who gets to define educational quality, who counts as an expert on improving schools, and what improvement actually looks like. Additionally, the text highlights the way local educators and members of the community employed everyday tactics and incognito acts of improvement to reshape school turnaround efforts. Readers will see what is possible for education policy done with--rather than to--Native communities and schools, with lessons that have relevance beyond the midwestern states. Book Features: Offers an education system reform perspective that has an impact in Indian country. Introduces the concept of culturally responsive and sustaining policymaking. Explores how policy reform efforts are implemented across tiers of the educational system, from the legislative floor to a local classroom. Shows how local actors assert agency to remake policy spaces and improve policy implementation.
Author: Aprille J. Phillips
Publisher: Multicultural Education
ISBN: 9780807769577
Category : Education
Languages : en
Pages : 0
Get Book
Book Description
Discover how top-down, policy-into-practice educational mandates have adversely affected indigenous communities in the United States' midwestern core. The author scrutinizes how leaders and intermediaries in Nebraska, involved at various tiers of policy development and reform, conceptualized and implemented school accountability policy in Indian country. In particular, Phillips explores state-directed reform efforts in a school on the Santee Sioux Reservation consistently labeled as failing and persistently experiencing intervention from outsiders presented as experts. The book interrogates who gets to define educational quality, who counts as an expert on improving schools, and what improvement actually looks like. Additionally, the text highlights the way local educators and members of the community employed everyday tactics and incognito acts of improvement to reshape school turnaround efforts. Readers will see what is possible for education policy done with--rather than to--Native communities and schools, with lessons that have relevance beyond the midwestern states. Book Features: Offers an education system reform perspective that has an impact in Indian country. Introduces the concept of culturally responsive and sustaining policymaking. Explores how policy reform efforts are implemented across tiers of the educational system, from the legislative floor to a local classroom. Shows how local actors assert agency to remake policy spaces and improve policy implementation.
Author: Aprille J. Phillips
Publisher: Teachers College Press
ISBN: 0807782327
Category : Education
Languages : en
Pages : 127
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Book Description
Discover how top-down, policy-into-practice educational mandates have adversely affected indigenous communities in the United States’ midwestern core. The author scrutinizes how leaders and intermediaries in Nebraska, involved at various tiers of policy development and reform, conceptualized and implemented school accountability policy in Indian country. In particular, Phillips explores state-directed reform efforts in a school on the Santee Sioux Reservation consistently labeled as failing and persistently experiencing intervention from outsiders presented as experts. The book interrogates who gets to define educational quality, who counts as an expert on improving schools, and what improvement actually looks like. Additionally, the text highlights the way local educators and members of the community employed everyday tactics and incognito acts of improvement to reshape school turnaround efforts. Readers will see what is possible for education policy done with—rather than to—Native communities and schools, with lessons that have relevance beyond the midwestern states. Book Features: Offers an education system reform perspective that has impact in Indian country.Introduces the concept of culturally responsive and sustaining policymaking. Explores how policy reform efforts are implemented across tiers of the educational system, from the legislative floor to a local classroom.Shows how local actors assert agency to remake policy spaces and improve policy implementation.
Author: Dominic O’Sullivan
Publisher: Springer Nature
ISBN: 9819905818
Category : Political Science
Languages : en
Pages : 284
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Book Description
This is the first scholarly book to examine the UN Sustainable Development Goals from an indigenous perspective and, specifically, with reference to the right to self-determination. It refers to the UN Declaration on the Rights of Indigenous Peoples and domestic instruments such as New Zealand’s Tiriti o Waitangi to suggest how the goals could be revised to support self-determination as a more far-reaching and ambitious project than the goals imagine in their current form. The book primarily draws its material from Australia, Canada, and New Zealand to support analysing the goals’ policy relevance to wealthy states and the political claims that indigenous peoples make in established liberal democracies.
Author: Geneva Gay
Publisher: Teachers College Press
ISBN: 0807750786
Category : Education
Languages : en
Pages : 321
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Book Description
The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of "English Plus" instruction.
Author: Francisco Rios
Publisher: Teachers College Press
ISBN: 0807765260
Category : Education
Languages : en
Pages : 225
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Book Description
"Finding Home in Schools is primarily written to those readers who are BITOC as they negotiate and navigate the teaching profession, from pathway programs, to teacher education, and into the teaching profession. Along with academic concepts that assist those readers in making sense of their own experiences, it provides loving advice to those BITOC readers in the hopes that this will sustain them into and through the teaching profession"--
Author: UNESCO
Publisher: UNESCO Publishing
ISBN: 9231003526
Category :
Languages : en
Pages : 105
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Book Description
Author: John P. Hopkins
Publisher: Multicultural Education
ISBN: 0807764582
Category : Education
Languages : en
Pages : 217
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Book Description
"Indian Education for All explains why teachers and schools need to privilege Indigenous knowledge and explicitly integrate decolonization concepts into learning and teaching to address the academic gaps in Native education. The aim of the book is to help teacher educators, school administrators, and policy-makers engage in productive and authentic conversations with tribal communities about what Indigenous education reform should entail"--
Author: P. Sivakumar
Publisher: Taylor & Francis
ISBN: 1000481115
Category : Business & Economics
Languages : en
Pages : 229
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Book Description
This book looks at migration in contemporary society and its interrelations with development. It presents the complexities and dilemmas associated with migration, the changes in theoretical and historical perspectives on migration and development, and the role of policies and the sustainable development goals in this context. The volume views migration as a phenomenon for advancing human development outcomes. It deals with wide-ranging issues including labour migration, the idea of decent work, migration and transnationalism, remittances, social networks and capital, and addressing poverty. The chapters highlight the focus of the Sustainable Development Goals (SDGs) and its relevance on migrant rights, safeguarding livelihoods and health. They also offer insights into regional and international co-operation on policies for migration, social growth and protection, and citizenship. With comparative analyses of data, trends and development indicators as well as various case studies, this volume examines the impact of migration on international relations and politics, labour market outcomes, gender, youth and education among others. It also discusses the loss of lives and livelihoods due to the Covid-19 pandemic, its impact on migration and the effects of the pandemic on the contemporary discussions on migration and SDGs. Rich in empirical data, this book will be an excellent read for scholars and researchers of migration and diaspora studies, development studies, refugee studies, public policy and governance, international relations, political studies, political economy, sociology and South Asian Studies.
Author: OECD
Publisher: OECD Publishing
ISBN: 9264685936
Category :
Languages : en
Pages : 366
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Book Description
Many Latin American countries have experienced improvements in income over recent decades, with several of them now classified as high-income or upper middle-income in terms of conventional metrics. But has this change been mirrored in improvements across the different areas of people’s lives? How’s Life in Latin America? Measuring Well-being for Policy Making addresses this question by presenting comparative evidence for Latin America and the Caribbean (LAC) with a focus on 11 LAC countries (Argentina, Brazil, Chile, Colombia, Costa Rica, the Dominican Republic, Ecuador, Mexico, Paraguay, Peru and Uruguay).
Author: Byron A. Brown
Publisher: Cambridge Scholars Publishing
ISBN: 1527549569
Category : Social Science
Languages : en
Pages : 438
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Book Description
This book considers cultural heritage and the sustainable development of tourism from an African perspective, with Botswana as the main point of reference. Within the African context, Botswana is renowned for its abundance of cultural heritage and appeal to tourists. The collection reconciles the growing demand to commodify cultural heritages, the quest for cultural heritage preservation and management, and the focus on sustainable tourism development in Botswana. As such, the book is an appraisal of, and meditation on, the business-side of cultural heritage management and the value that cultural heritage resources have at a personal, local and national level. It is an exploration of the nature of Botswana’s cultural heritage, the politics and policies that underpin that heritage, the development of cultural heritage tourism as a sustainable business, the country’s cultural heritage experiences and products, and a confrontation of the hard questions about cultural heritage and the future. As an introductory text, the book gives tourists, tourism students and academics, as well as tourism entrepreneurs, policymakers, and practitioners a basis on which to make decisions.
