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"A remarkable mixture of theory and practice...This work is vital for teachers exploring themes from everyday life and connections between the inside and outside worlds of teaching and learning. It also reflects the tensions between these two worlds, and how schools provide the place where these tensions play out...The Complex World of Teaching is a fascinating contribution to the conversation on teaching and learning." -- Betty Rosa, Superintendent, New York City Community School District 8 "A valuable--and surprisingly vivid--portrayal of the actual experience of teachers and students, both in the classroom and beyond it. The mystery and joy that are at the heart of classroom teaching, and which seldom come across in academic writings, are presented here with a tenacious energy that I especially appreciate. Teachers everywhere will be grateful." -- Jonathan Kozol, author of Savage Inequalities: Children in America's Schools and Amazing Grace: The Lives of Children and the Conscience of a Nation "It is a rare volume on teaching that begins with the perspectives, experiences, and voices of children and adolescents. Student experience, in school and out, serves as an anchor for this ambitious compendium. It underscores the urgency that compels us to understand more fully what teaching requires, how it succeeds or fails, and what conditions enhance or diminish its promise. Schoolteaching is a complex practice in any time and place, as these authors attest. Its complexities multiply when teachers and their students do not share cultural histories, economic circumstances, or language. In juxtaposing these pieces, this book will no doubt provoke debate and suggest new possibilities for practice and research." -- Judith Warren Little, Professor, University of California-Berkeley "There are those who imagine we can reach a better future by simplifying our understanding of who we teach and what we teach. By contrast, the authors of this collection believe that complexity is the name of the game in describing who we are as human beings, both as teachers and as learners. This wonderful collection of essays is about why complexity is important, and why it must remain so. These are voices worth listening to, and also fun to read." -- Deborah Meier, Principal, Mission Hill School, Roxbury, MA, and author of The Power of Their Ideas: Lessons from a Small School in Harlem Edited by Ethan Mintz and John T. Yun

Offers a detailed and comprehensive look at this vitally important field. Centrally concerned with the development of successful education systems and institutions throughout the world, the volume addresses those pressing questions - about access, equity, and quality - that inform the field today.

In this remarkable collection of educational journeys toward learning and liberation, students, scholars, and activists bring to life the ideas and histories of groups that have been silenced in mainstream educational arenas. The rich variety of learners in learning as a political act challenges our assumptions about learning.

Explores important connections between education policy and teaching and learning practice. The contributors focus on how to meet the needs of teachers and the students they serve, providing insights that will be of great value to the key players in the field of education. The book places special emphasis on teaching in urban settings and on improving teacher-student interactions in the classroom.

An extensive field that in the last few decades has transformed many academic disciplines, cultural studies has yet to be fully considered by educators and education scholars. Cultural Studies and Education redresses this great shortcoming, bringing cultural studies and its implications for education to the fore.

Combines cutting-edge research and theory about students with disabilities with classic pieces that have influenced the special education field since the passage of the federal Education for All Handicapped Children Act in 1975. This new edition rediscovers those seminal articles and - through a new wave of equally groundbreaking articles - brings the issue up to the present day.

Examines the nature and uses of qualitative research. Researchers, practitioners, participants, and scholars address the proliferation of methodologies, ethical and disciplinary concerns, and issues of equity and diversity such research raises from a wide variety of viewpoints.

Shifts attention from the current overwhelming emphasis on schools in discussions of the achievement gap to more fundamental questions about social and educational opportunity. Together the essays in this volume reintroduce the overlooked central issue in educational inequity: the lack of opportunity that many social groups face in our common quest for educational attainment.

Examines a wide range of Indigenous cultures and educational settings, including Native American, Haitian, Mexican, African, and Australian. The essays are grouped into three themes that exemplify many Indigenous cultures: struggle, strength, and survivance - the latter a notion of survival that emphasizes remembrance, regeneration, and spiritual renewal.

From Dayton, Ohio, to Barcelona, Spain, this collection of essays from the Harvard Educational Review carries readers to places where people have first imagined - and then organised - their own educational responses to dehumanizing practices and conditions. Within a context of continued calls for education ""reform"", this volume seeks to inspire a collective imagination for radical alternatives.

"Today, multicultural education is understood as both an idea and a process. Educators endorse the idea of multicultural education by examining language, race, culture, and power and fostering awareness of and respect for differences, which is necessary for the creation of a more just and equitable society. Moreover, they enact the process of multicultural education by teaching for social justice, honoring students' experiences, and committing to a stance of critical awareness and inquiry. In this volume, we present a body of knowledge that has influenced how educators think and teach. We hope these texts will now inspire innovation and a renewed commitment to what education ought to be in a multicultural world." --from the editors' introduction This stimulating book provides a thorough overview of multicultural education in the United States. In influential and often groundbreaking articles from the Harvard Educational Review, the volume surveys multicultural education's founding arguments and principles, describes its subsequent evolution, and looks toward its future role and impact. Comprised of articles by leading proponents of multicultural education, the book explores a complex and highly influential movement while offering direction and inspiration for the future. Contributors include Dorinda J. Carter Andrews, Steven Z. Athanases, Dolores Delgado Bernal, Bryan McKinley Jones Brayboy, Noah De Lissovoy, Lisa D. Delpit, Signithia Fordham, Emma Maughan, Sonia Nieto, Django Paris, Patricia J. Saylor, Paul Skilton-Sylvester, Beverly Daniel Tatum, Kathleen Weiler, and Arlette Ingram Willis. Edited by Kolajo Paul Afolabi, Candice Bocala, Raygine C. DiAquoi, Julia M. Hayden, Irene A. Liefshitz, and Soojin Susan Oh

Explores key issues and debates in the adolescent literacy crisis, the popular use of cognitive strategies, and disciplinary and content-area literacy. Also examined are alternative forms of literacy, after school interventions, and the experiences of educators.