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Author: Publisher: BRILL ISBN: 900451418X Category : Education Languages : en Pages : 189
Book Description
This book takes the reader through a complex and precarious journey to understand the multitude of educational experiences and perspectives of African Americans.
Author: Publisher: BRILL ISBN: 900451418X Category : Education Languages : en Pages : 189
Book Description
This book takes the reader through a complex and precarious journey to understand the multitude of educational experiences and perspectives of African Americans.
Author: rosalind hampton Publisher: Taylor & Francis ISBN: 1003827543 Category : Education Languages : en Pages : 158
Book Description
Conceptualizations of Blackness in Education engages the specific junction of educational research and multiple theorizations of Blackness. In this volume, authors narrate how they have come to conceptualize Blackness through reading, writing, research, training, and practice. The contributors reflect a range of personal and political perspectives and experiences, disciplinary roots, and career stages. The stories in each chapter are intended to encourage more theoretically reflexive and vulnerable conversations among scholars of Black Studies in Education committed to reducing inequality in the lives of Black youth. They are not merely stories about theory; the stories are theories themselves.
Author: Publisher: BRILL ISBN: 9004507590 Category : Education Languages : en Pages : 262
Book Description
Through critical, qualitative, creative, and arts-integrated approaches, this collection aims to explore the co-curricular capacity of lived experience to re/humanize education.
Author: Thomas W. Hewitt Publisher: SAGE Publications ISBN: 1452261938 Category : Education Languages : en Pages : 481
Book Description
Understanding and Shaping Curriculum: What We Teach and Why introduces readers to curriculum as knowledge, curriculum as work, and curriculum as professional practice. Author Thomas W. Hewitt discusses curriculum from theoretical and practical perspectives to not only acquaint readers with the study of curriculum, but also help them to become effective curriculum practitioners. Key Features: Emphasizes the various dimensions of curriculum practice: Becoming a curriculum practitioner requires understanding academic-practice knowledge, the forces shaping curriculum, the array of curriculum work from policymaking to evaluation, and how those are integrated forming a sense of professional practice. This book examines curriculum knowledge that is both academic and practice based. Brings theoretical concepts to life: ′Perspective into Practice′ sections illustrate the relevance of the material to both elementary and secondary school settings and contexts. In addition, end-of-chapter resources provide ideas for further discussion and assignments that address different roles and the various dimensions of curriculum practice. Examines current issues: Part of being a good practitioner is understanding the inevitability of change and the necessity to keep current about issues and trends that affect both the knowledge and the work of curriculum. Separate chapters on issues and trends give students the opportunity to explore what is happening in today′s schools and curriculum. Intended Audience: This is an ideal text for masters and doctoral-level courses on Curriculum, Curriculum Development, and Curriculum Design.
Author: Saidiya Hartman Publisher: W. W. Norton & Company ISBN: 1324021594 Category : History Languages : en Pages : 491
Book Description
The groundbreaking debut by the award-winning author of Wayward Lives, Beautiful Experiments, revised and updated. Saidiya Hartman has been praised as “one of our most brilliant contemporary thinkers” (Claudia Rankine, New York Times Book Review) and “a lodestar for a generation of students and, increasingly, for politically engaged people outside the academy” (Alexis Okeowo, The New Yorker). In Scenes of Subjection—Hartman’s first book, now revised and expanded—her singular talents and analytical framework turn away from the “terrible spectacle” and toward the forms of routine terror and quotidian violence characteristic of slavery, illuminating the intertwining of injury, subjugation, and selfhood even in abolitionist depictions of enslavement. By attending to the withheld and overlooked at the margins of the historical archive, Hartman radically reshapes our understanding of history, in a work as resonant today as it was on first publication, now for a new generation of readers. This 25th anniversary edition features a new preface by the author, a foreword by Keeanga-Yamahtta Taylor, an afterword by Marisa J. Fuentes and Sarah Haley, notations with Cameron Rowland, and compositions by Torkwase Dyson.
Author: Andrew J. Fuligni Publisher: Russell Sage Foundation ISBN: 1610442334 Category : Education Languages : en Pages : 283
Book Description
Since the end of legal segregation in schools, most research on educational inequality has focused on economic and other structural obstacles to the academic achievement of disadvantaged groups. But in Contesting Stereotypes and Creating Identities, a distinguished group of psychologists and social scientists argue that stereotypes about the academic potential of some minority groups remain a significant barrier to their achievement. This groundbreaking volume examines how low institutional and cultural expectations of minorities hinder their academic success, how these stereotypes are perpetuated, and the ways that minority students attempt to empower themselves by redefining their identities. The contributors to Contesting Stereotypes and Creating Identities explore issues of ethnic identity and educational inequality from a broad range of disciplinary perspectives, drawing on historical analyses, social-psychological experiments, interviews, and observation. Meagan Patterson and Rebecca Bigler show that when teachers label or segregate students according to social categories (even in subtle ways), students are more likely to rank and stereotype one another, so educators must pay attention to the implicit or unintentional ways that they emphasize group differences. Many of the contributors contest John Ogbu's theory that African Americans have developed an "oppositional culture" that devalues academic effort as a form of "acting white." Daphna Oyserman and Daniel Brickman, in their study of black and Latino youth, find evidence that strong identification with their ethnic group is actually associated with higher academic motivation among minority youth. Yet, as Julie Garcia and Jennifer Crocker find in a study of African-American female college students, the desire to disprove negative stereotypes about race and gender can lead to anxiety, low self-esteem, and excessive, self-defeating levels of effort, which impede learning and academic success. The authors call for educational institutions to diffuse these threats to minority students' identities by emphasizing that intelligence is a malleable rather than a fixed trait. Contesting Stereotypes and Creating Identities reveals the many hidden ways that educational opportunities are denied to some social groups. At the same time, this probing and wide-ranging anthology provides a fresh perspective on the creative ways that these groups challenge stereotypes and attempt to participate fully in the educational system.
Author: Richard T. Hughes Publisher: University of Illinois Press ISBN: 0252050800 Category : Social Science Languages : en Pages : 374
Book Description
Six myths lie at the heart of the American experience. Taken as aspirational, four of those myths remind us of our noblest ideals, challenging us to realize our nation's promise while galvanizing the sense of hope and unity we need to reach our goals. Misused, these myths allow for illusions of innocence that fly in the face of white supremacy, the primal American myth that stands at the heart of all the others.
Author: Atticus Greene Haygood Publisher: ISBN: Category : African Americans Languages : en Pages : 328
Book Description
Haygood's Our Brothers in Black is a work that concentrates on how best to prepare the freed slaves for full participation in the American community. Noting African American community life, their relationship to the land and to their religion, he advocates education, missionary work and the establishment of black colleges. The book begins by discussing blacks' educational and economic shortcomings but discredits the popular idea that they should be returned to Africa. Haywood gives a detailed study of Lincoln and the motives for the emancipation but is focused on solving the present problem rather than condemning its existence.
Author: Yehudit Judy Dori Publisher: Springer ISBN: 3319666592 Category : Science Languages : en Pages : 380
Book Description
This book addresses the point of intersection between cognition, metacognition, and culture in learning and teaching Science, Technology, Engineering, and Mathematics (STEM). We explore theoretical background and cutting-edge research about how various forms of cognitive and metacognitive instruction may enhance learning and thinking in STEM classrooms from K-12 to university and in different cultures and countries. Over the past several years, STEM education research has witnessed rapid growth, attracting considerable interest among scholars and educators. The book provides an updated collection of studies about cognition, metacognition and culture in the four STEM domains. The field of research, cognition and metacognition in STEM education still suffers from ambiguity in meanings of key concepts that various researchers use. This book is organized according to a unique manner: Each chapter features one of the four STEM domains and one of the three themes—cognition, metacognition, and culture—and defines key concepts. This matrix-type organization opens a new path to knowledge in STEM education and facilitates its understanding. The discussion at the end of the book integrates these definitions for analyzing and mapping the STEM education research. Chapter 4 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com
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Author: rosalind hampton
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Author: Thomas W. Hewitt
Author: Saidiya Hartman
Author: Andrew J. Fuligni
Author: Richard T. Hughes
Author: Herbert Spencer
Author: Atticus Greene Haygood
Author: Yehudit Judy Dori