Bøker i Social Justice Across Contexts in Education-serien

The chapters in this collection explore the implementation of social justice pedagogies with preservice teachers by members of the Commission on Social Justice in Teacher Education. Ultimately, this collection seeks to discover how ideas of social justice are conceptualized and understood by English Educators and K-12 teachers.

The chapters in this collection explore the implementation of social justice pedagogies with preservice teachers by members of the Commission on Social Justice in Teacher Education. Ultimately, this collection seeks to discover how ideas of social justice are conceptualized and understood by English Educators and K-12 teachers.

Critical Language Pedagogy: Interrogating Language, Dialects, and Power in Teacher Education demonstrates how critical approaches to language and dialects are an essential part of social justice work in literacy education.

White Fatigue: Rethinking Resistance for Social Justice ultimately argues that if we are to advance our national conversation on race then educators must be willing to define reactions to conversations about race with more nuances, lest we alienate potential allies, accomplices, and leaders in the fight against racial injustice.

Opening Doors: Community Centers Connecting Working-Class Immigrant Families and Schools examines the role and impact of a community-based organization, the Chinatown Community Center, and its youth program the Community Youth Center, which is located in an east coast city.

STEM21: Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation is designed to contribute to discourses about how STEM teaching and learning can become more equitable, serving the needs of readers across the STEM educational spectrum.

Unsettling Education: Searching for Ethical Footing in a Time of Reform shares stories of teachers resisting mandates to teach to the test in dehumanizing ways by de-commodifying educational spaces and enacting their ethical commitments to students and communities.

Unsettling Education: Searching for Ethical Footing in a Time of Reform shares stories of teachers resisting mandates to teach to the test in dehumanizing ways by de-commodifying educational spaces and enacting their ethical commitments to students and communities.

STEM21: Equity in Teaching and Learning to Meet Global Challenges of Standards, Engagement and Transformation is designed to contribute to discourses about how STEM teaching and learning can become more equitable, serving the needs of readers across the STEM educational spectrum.

The memoirs in this collection represent a cross-section of critical reflections by a queerly diverse set of individuals on their experiences inhabiting a variety of spaces within the field of education.

This volume highlights Derrick Bell's influence as the first African American to earn tenure at the Harvard Law School and author of Race, Racism, and American Law on a number of prominent education and legal scholars by identifying some of his specific work and how they have used it to inform their own thinking and practice.

With surprising candor, the authors of (Re)narrating Teacher Identity: Telling Truths and Becoming Teachers crack open what it means to become and be a teacher in the twenty-first century United States.

This book delivers critical counter-narratives aimed at resisting the insatiable greed of a few and supporting a common good for most. The book is dedicated to hopeful communities working against perpetual war, the destruction of our natural environment, increasing poverty, and social inequalities as they fight to preserve democratic ideals in a just and sustainable world.

This is a collection of narratives that will transform the teaching of any faculty member who teaches in the STEM system. The book links issues of inclusion to teacher excellence at all grade levels by illuminating the critical influence that racial consciousness has on the behaviors of White faculty in the classroom.

With surprising candor, the authors of (Re)narrating Teacher Identity: Telling Truths and Becoming Teachers crack open what it means to become and be a teacher in the twenty-first century United States.

The memoirs in this collection represent a cross-section of critical reflections by a queerly diverse set of individuals on their experiences inhabiting a variety of spaces within the field of education.

This volume highlights Derrick Bell's influence as the first African American to earn tenure at the Harvard Law School and author of Race, Racism, and American Law on a number of prominent education and legal scholars by identifying some of his specific work and how they have used it to inform their own thinking and practice.

This book delivers critical counter-narratives aimed at resisting the insatiable greed of a few and supporting a common good for most. The book is dedicated to hopeful communities working against perpetual war, the destruction of our natural environment, increasing poverty, and social inequalities as they fight to preserve democratic ideals in a just and sustainable world.

This is a collection of narratives that will transform the teaching of any faculty member who teaches in the STEM system. The book links issues of inclusion to teacher excellence at all grade levels by illuminating the critical influence that racial consciousness has on the behaviors of White faculty in the classroom.