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Becoming a Teacher

In the past decade or so, there has been an increasing interest in employing a combination of archival and life history methods to understand the complexities of schooling. This book explores the history of the Beal Technical School in order to discuss the methods and problems involved in researching the story of an institution.

Provides concrete examples of how top-down models of assessment can be embraced and used in ways that are consistent with critical pedagogies. This book offers readers a deepened awareness of how educators can alleviate the effects of standardization, especially for students in poor and working-class communities.

Bringing forward key issues in teacher education, this book demonstrates an exercise of practical judgment, that is, to show how certain kinds of research and writing can address the real life issues encountered in practice.

Suitable for pre-service teachers, classroom teachers, and faculties of education and works well as a textbook for a variety of courses, this title provides a collection of performative texts that retells the lived experiences of children and youth in meaningful ways, while providing readers with an opportunity to participate in the retelling.

Suitable for pre-service teachers, classroom teachers, and faculties of education and works well as a textbook for a variety of courses, this title provides a collection of performative texts that retells the lived experiences of children and youth in meaningful ways, while providing readers with an opportunity to participate in the retelling.

Based on critical and moral pedagogy, The Moral Debate on Special Education is the self-narrative of a disabled special education teacher who is searching for the answers and spaces where this dialogue and narrative can take place. What started as mere research for social justice in education has morphed, unintentionally, into the moral quest for justice and equality in special education.

Fleshing out the theoretical pillars of Critical Anti-Racist Theory (CART) as its central organizing framework, this text responds to the central issue of race in terms of public and academic discourses, meta-narratives, and its implications for social policy. This collection serves as a timely and accessible text for academic and wider audiences.

Fleshing out the theoretical pillars of Critical Anti-Racist Theory (CART) as its central organizing framework, this text responds to the central issue of race in terms of public and academic discourses, meta-narratives, and its implications for social policy. This collection serves as a timely and accessible text for academic and wider audiences.

This book explores how teacher dispositions are defined, developed, cultivated, and assessed. The authors in the volume consider the various and interconnected ways in which educators' values, beliefs, attitudes, and behaviors are performed and how these performances affect experiences and practices of learning.

This book explores how teacher dispositions are defined, developed, cultivated, and assessed. The authors in the volume consider the various and interconnected ways in which educators' values, beliefs, attitudes, and behaviors are performed and how these performances affect experiences and practices of learning.

Critical storytelling, a rich form of culturally relevant, critical pedagogy, has gained great urgency in a world of standardization. This book asks how social justice scholars and educators narrate, craft, and explore critical stories as a tool for culturally relevant, critical pedagogy.

This edited volume brings together a collection of essays that confronts the failure of testing and grading and then offers practical and detailed examinations of implementing at the macro and micro levels of education teaching and learning free of the weight of testing and grading.

Curriculum: Decanonizing the Field is a clarion call against curriculum epistemicides, proposing the use of Itinerant Curriculum Theory (ICT), which opens up the canon of knowledge; challenges and destroys the coloniality of power, knowledge and being; and transforms the very idea and practice of power.

Curriculum: Decanonizing the Field is a clarion call against curriculum epistemicides, proposing the use of Itinerant Curriculum Theory (ICT), which opens up the canon of knowledge; challenges and destroys the coloniality of power, knowledge and being; and transforms the very idea and practice of power.

This unprecedented volume includes 30 essays by teachers and students about the teacher characters who have inspired them. Drawing on film and television texts, the authors explore screen lessons from a variety of perspectives.

In Activist Art in Social Justice Pedagogy approaches to using activist art to teach a multicultural curriculum are examined and critiqued.

Those Who Can: A Handbook for Social Reconstruction and Teaching traces the development of a critical pedagogy within one educator's personal history, and examines the implications of critical pedagogy from this educator's perspective.

Dialectics of 9/11 and the War on Terror: Educational Responses examines how global financial and socio-political systems propagate a lopsided dialectic of current events that influences teachers' pedagogies of 9/11 and the War on Terror.

Engaging Science Policy

Since the emergence of postmodern social theory, history has been haunted by predictions of its imminent end. This book re-examines the nature of the alleged threat to history posed by postmodernism, and explores the implications of postmodern social theory for history as curriculum.

Come Closer

The second revised edition of The Hollywood Curriculum analyzes over 165 films distributed throughout the United States over the last 80 years to construct a theory of curriculum in the movies that is grounded in cultural studies and critical pedagogy.

This book explores three interrelated roots of scholarly work that have a supportive and elaborative affinity to authentic and engaging classroom inquiry: ecological consciousness, Buddhist epistemologies, philosophies and practices, and interpretive inquiry or "hermeneutics". The authors bring decades of classroom and supervisory experience in grades K-12.