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On Liking the Other: Queer Subjects and Religious Discourses

Author: Kevin J. Burke
Author: Adam J. Greteman
Abstract: On Liking the Other: Queer Subjects and Religious Discourses studies the intersection of religious and queer discourses in teacher education. It looks at the sometimes difficult topics rooted in these two particular discourses, which are often seen as unwelcome in both public and private educational spaces. In engaging in such a conversation, the authors seek the ways that these discourses, while steeped in discontent, dilemma, and difficulty, might also offer ways to reorient ourselves amidst twenty-first century educational realities. More to the point, the text puts queer histories and logics into conversations with theologies through the concept of liking. Eschewing the typical antagonism that often defines the relationships between religious and queer discourses, this book looks for resonances and overlaps that might provide new habits for conducting the work of meeting in teacher education classrooms and educational worlds. It is an excellent text for a variety of classrooms and courses.
Publisher: Myers Education Press
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On Teacher Neutrality Politics, Praxis, and Performativity

Editor: Daniel P. Richards
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On Teacher Neutrality explores the consequences of ideological arguments about teacher neutrality in the context of higher education. It is the first edited collection to focus exclusively on this contentious concept, emphasizing the practical possibilities and impossibilities of neutrality in the teaching of writing, the deployment of neutrality as a political motif in the public discourse shaping policy in higher education, and the performativity of individual instructors in a variety of institutional contexts. The collection provides clarity on the contours around defining "neutrality," depth in understanding how neutrality operates differently in various institutional settings, and nuance in the levels and degrees of neutrality--or what is meant by it--in the teaching of writing.

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Operationalizing Culturally Relevant Leadership Learning

Author: Cameron C. Beaty
Author: Kathy L. Guthrie
Abstract: This book is a practical resource designed to raise leadership educators understanding of culturally relevant leadership pedagogy for the purpose of creating inclusive learning spaces that are socially just for students. For leadership educators seeking personal and professional development to assist in building and enhancing their levels of cultural competence in leadership education, this book is a guide. The audience for the book ranges from new and entry-level leadership educator roles to senior scholars in leadership education. Operationalizing Culturally Relevant Leadership Learning, provides leadership educators with a substantive and comprehensive approach to the topic, offering personal narratives from leadership educators who have operationalized the model in their own personal and professional contexts. 
Publisher: Information Age Publishing
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Our Children Are Your Students: LGBTQ Families Speak Out

Author: Tara Goldstein
Abstract: Many schools have failed to create a nurturing educational environment for LGBTQ students. Our Children are Your Students features a discussion about the various tactics that LGBTQ families use to work with schools that don’t anticipate the arrival of their families and children. The book features a verbatim theatre script called Out at School, which is based on interviews conducted with 37 LGBTQ families about their experiences in school. The families live in four different cities in the province of Ontario as well as in the suburbs and rural communities surrounding them. Written by Tara Goldstein, Jenny Salisbury, and Pam Baer, the play contains 22 scenes of verbatim monologues and dialogues. A set of images created by visual artist benjamin lee hicks accompanies each scene. The play also contains three original songs composed by musician Kate Reid, who draws on a number of the themes embedded in the scenes. Links to performances of the songs and to the artwork can be seen on the LGBTQ Families Speak Out project website: www.lgbtqfamiliesspeakout.ca. This is an important book for teachers and pre-service teachers who are interested in creating inclusive classroom environments for all students.
Publisher: Myers Education Press
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Para a crítica dos fundamentos da formação de professores no Brasil - o problema da prática

Author: Elza Margardia de Mendonça Peixoto
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Para a crítica dos fundamentos da formação de professores no Brasil - o problema da prática trata do esforço de aproximação a uma abordagem materialista dialética do tema da prática a partir de uma incursão pelo pensamento do filósofo português José Barata-Moura. Com um convite aos que reivindicam o materialismo-dialético para desconfiar do que aparece como "bem conhecido", a autora revisa a crítica do filósofo português aos idealismos da práxis, destacando a categoria materialista e dialética de idealismo e de materialismo que o autor vai desenvolvendo em seus estudos do pensamento de Marx e Engels. Em paralelo, é exposta a polissemia do tema da prática em três clássicos que orientam os debates sobre a formação de professores no Brasil com o encaminhamento da necessidade de tomar a sério a advertência de Barata-Moura de que o sentido forte de prática em termos do materialismo dialético de Marx remete-se à "transformação material" nas figuras do trabalho, da política e do experimento. Longe de fechar a questão, o livro abre o debate instigante dos desafios para a abordagem das bases objetivas que determinam a formação de professores no Brasil.

Publisher: Edições Gargula/Editora Kelps
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Parenting in the Pandemic: The Collision of School, Work, and Life at Home A Collection of Essays

Editor: Rebecca Lowenhaupt
Editor: George Theoharis
Abstract: This book focuses on the experiences of education faculty who navigate this relationship as pandemic professionals and pandemic parents. In this collection of personal essays, we explore parenting in the pandemic among education professors. Through our stories, we share our perspectives on this moment of upheaval, as we find ourselves confronting practical (and impractical) aspects of long held theories about what school could be, seeing up close and personally the pedagogy our children endure online, watching education policy go awry in our own living rooms (and kitchens and bathrooms), making high-stakes decisions about our children’s (and other children’s) access to opportunity, and trying to maintain our careers at the same time. In this collision of personal and professional identities, we find ourselves reflecting on fundamental questions about the purpose and design of schooling, the value of our work as education professors, and the precious relationships we hope to maintain with our children through this difficult time. 
Publisher: Information Age
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Paulo Freire em diálogo com a educação de jovens e adultos

Author: Tânia Regina Dantas
Author: Ivanildes Apoluceno
Author: Maria Olivia de Oliveira Matos
Author: Érica Valéria Alves
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Essa obra é destinada a professoras(es), estudantes e pesquisadoras(es) da área de Educação, interessadas(os) em reflexões sobre diferentes conceitos e interpretações das concepções freirianas nas relações entre educação, ambiente e sociedade contemporânea, com vistas à reorganização curricular na Educação de Jovens e Adultos (EJA). Sabendo-se que Paulo Freire “é mais reconhecido do que efetivamente conhecido”, como já dizia Jason Mafra (2007, p.17), esse livro é mais do que oportuno nesse momento histórico. A partir de uma construção coletiva, com alunos e egressos do MPEJA, docentes desse Programa e professores pesquisadores de várias instituições brasileiras, foi possível construir esse livro que faz parte das Comemorações pelo Centenário de Paulo Freire programadas na UNEB, nesse ano.

Publisher: EDUFBA
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Pedagogies of With-ness: Students, Teachers, Voice and Agency

Editor: Linda Hogg
Editor: Kevin Stockbridge
Editor: Charlotte Achieng-Evensen
Editor: Suzanne SooHoo
Abstract: Across the globe, students are speaking up, walking out, and marching for social and ecological justice. Despite deficit discourses about students, youth are using their voice and agency to call forth a better world. Will educators respond to this call to stand with students in relational solidarity as co-constructors of a new tomorrow? What is possible when teachers and students engage together in new ways? Pedagogies of With-ness: Students, Teachers, Voice and Agency offers insight into the transformative possibilities of education when enacted as the art of being with. Driven by student voices and their experiences of marginalization, this text takes a clear ethical stance. It asserts that students are both capable and competent. Taking a narrative approach, this book honors academic work that is rooted in educational practice. Expanding beyond traditional conceptions of student voice, chapters engage in meditations on three themes: identity, pedagogy, and partnership. This book is an exploration of with-ness, a way of knowing, being, and acting. 
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Pedagogy of Vulnerability

Editor: Edward J. Brantmeier
Editor: Maria K. McKenna
Abstract: The purpose of this text is to elicit discussion, reflection, and action specific to pedagogy within education, especially higher education, and circles of experiential learning, community organizing, conflict resolution and youth empowerment work. Vulnerability itself is not a new term within education; however the pedagogical imperatives of vulnerability are both undertheorized in educational discourse and underexplored in practice. 
Publisher: Information Age
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PNE, Políticas e Gestão da Educação: Novas formas de organização e privatização

Author: Luiz Fernandes Dourado
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É propósito deste e-book retomar, historicamente, a relação entre Plano Nacional de Educação (PNE), políticas e gestão, dando prosseguimento a pesquisas desenvolvidas e em desenvolvimento , que têm por eixo análises sobre os limites estruturais e conjunturais, sobretudo, do PNE 2014-2024, com especial ênfase na compreensão do processo de tensão entre a proposição e a materialização deste plano, suas diretrizes, metas e estratégias. Alia-se a esses processos de investigação a adoção de novos formatos pedagógicos, incluindo a oferta de pós-doutorado envolvendo a efetiva participação de pesquisadores de várias Universidades e a criação da Rede de Estudos e Pesquisas sobre Políticas Públicas de Educação (REPPE) . Neste contexto, este ebook apresenta resultados de pesquisas, visando, por meio de análises que se intercruzam, apreender, na conjuntura atual, quais são os contornos, os retrocessos, os limites e as potencialidades do processo de materialização ou não do PNE, a partir de vários olhares e perspectivas analíticas, na tentativa de analisar a intersecção entre plano, políticas e gestão da educação num contexto de novas formas de organização, gestão e privatização.

Publisher: ANPAE
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Posicionamentos epistemológicos nas pesquisas em políticas educacionais em cenários incertos

Editor: José Vieira de Sousa
Editor: Maria de Lourdes P. de Almeida
Abstract: É demasiadamente complexa a investigação epistemológica sobre as pesquisas que abordam as políticas educacionais. Dentre outras razões, isso acontece devido aos diferentes interesses dos pesquisadores que, associados às suas distintas concepções de realidade, elegerão uma diversidade de métodos e formas de examiná-las. Os vários artigos desse livro compartilham a tese de que a definição de uma política educacional, como de qualquer outra política pública, é uma construção histórica, que se dá mediante a negociação de interesses e visões de mundo expressas por diferentes grupos sociais. Essa política é carregada de concepções filosóficas de homem, de sociedade, de visões de mundo que, em seu conjunto, ou vistas separadamente, sempre requerem o olhar ético por parte de quem as aborda. Em se tratando de pesquisas em políticas educacionais, a definição do método para examiná-las exige identificar, dentre outros elementos, pressupostos ideológicos, contradições e interesses antagônicos implícitos aos discursos que lhes dão origem, bem como a forma como ganham concretude no movimento dialético que as constituem. Desse ponto de vista, o conjunto dos textos do presente livro expressa a compreensão de que as políticas educacionais devem ser apreendidas como fenômenos dotados de várias dimensões e na perspectiva de sua historicidade e do desvelamento das contradições e mediações no contexto da totalidade na qual se manifestam.
Publisher: Mercado de Letras
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Post-Pandemic Social Studies: How COVID-19 Has Changed the World and How We Teach

Editor: Wayne Journell
Abstract: COVID-19 offers a unique opportunity to transform the K–12 social studies curriculum, but history suggests that changes to the formal curriculum will not come easily or automatically. This book was conceived in the space between the dismantling of our old way of life and the anticipation of what comes next. The authors in this volume—leading voices in social studies education—make the case that COVID-19 has exposed deficiencies in much of the traditional narrative found in textbooks and state curriculum standards, and they offer guidance for how educators can use the pandemic to pursue a more justice-oriented, critical examination of contemporary society. Divided into two sections, this volume first focuses on how elementary and secondary educators might teach about the pandemic, both as a contentious public issue and as a recent historical event. The second section asks teachers to reconsider many long-standing aspects of social studies teaching and learning, from content and instructional approaches to testing.
Publisher: Teachers College Press
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Práticas Educativas: Múltiplas experiências na educação

Author: Shara Jane Holanda Costa Adad
Author: Joana D'arc de Sousa LIma
Author: Antônia Edna Brito
Abstract: Uma coletânea dedicada a discutir a prática educativa em vinte e oito capítulo. Os capítulos foram organizados a partir da articulação entre o alcance teórico e empírico das discussões de cada um, distribuindo-os em cinco temáticas: Práticas Educativas e Reflexões Teóricas; Práticas Educativas em experiências de Educação Indígena e Étnico/Raciais ; Práticas Educativas em Artes, Criações e Feminilidades Plurais ; Práticas Educativas e as Questões do Espaço Escolar e Espaços Acadêmicos, Universidades.
Publisher: Editora da Universidade Estadual do Ceará – EdUECE
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Práticas pedagógicas em imagens e narrativas: Memórias de processos didáticos e curriculares para pensar as escolas hoje

Author: Nilda Alves
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Este livro traz acontecimentos de e nas escolas, através de memórias de uma professora que atuou em todos os graus de ensino e que é pesquisadora, há muitos anos, dos processos curriculares cotidianos nas escolas, em especial, de suas dimensões materiais, com os artefatos culturais que, presentes nas escolas, são entendidos como artefatos curriculares. A intenção deste livro é, trazendo essas memórias – que são dela e que lhe foram contadas por outros docentes – pensar as questões pedagógicas que hoje estão nas escolas brasileiras como questões curriculares e didáticas.

Publisher: Cortez
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Presumed Incompetent II: Race, Class, Power, and Resistance of Women in Academia

Editor: Yolanda Flores Niemann
Editor: Carmen G. Gonzalez
Editor: Gabriella Gutiérrez y Muhs
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The courageous and inspiring personal narratives and empirical studies in Presumed Incompetent II: Race, Class, Power, and Resistance of Women in Academia name formidable obstacles and systemic biases that all women faculty-from diverse intersectional and transnational identities and from tenure track, terminal contract, and administrative positions-encounter in their higher education careers. They provide practical, specific, and insightful guidance to fight back, prevail, and thrive in challenging work environments. This follow up to Presumed Incompetent: The Intersections of Race and Class for Women in Academia comes at a crucial historical moment as the United States grapples with a resurgence of white supremacy and misogyny at the forefront of our social and political dialogues that continue to permeate the academic world.

Publisher: Utah State University Press
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Promoting Transborder Dialogue during Times of Uncertainty: A Time for Third Spaces

Author: Timothy G. Cashman
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Promoting Border Dialogue During Times of Uncertainty: A Time for Third Spaces is the product of years of investigations and publications focusing on the importance of dialogic processes in the fields of education, cultural work, economics, and politics. Recent, pivotal events reinforce the need for reimagining, reconceptualizing, redesigning, and reconstructing educational and governmental institutions. Hope for the amelioration of racial-, ethnic-, class-, religion- and gender-based conflicts resides in the implementation of effective dialogue. Dialogue must cross borders, internally and externally. Border crossings, not limited to geographic or political, are requisite for understandings of the current local, regional, national, transnational, and global conditions. Recent events make necessary a critical border praxis, which includes the creation of third spaces. Current conditions in the US and worldwide add to the urgency of addressing and responding to existential issues confronting educational institutions, societies, economies, and governments at all levels.

 
Publisher: Lexington Books
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Public Education: Defending a Cornerstone of American Democracy

Editor: David C. Berliner
Editor: Carl Hermanns
Abstract: In this important collection, eminent education scholars and practitioners remind us that our nation’s system of free universal public education is under attack, putting our very democracy in jeopardy. Over and above preparing students for employability, American schools must prepare our youth to be informed citizens and active, constructive participants in the democratic process. These essayists, criticizing as well as lauding our educational system, believe that such a goal is best accomplished through a high-quality, public, and free system of schooling designed to serve all our children without regard to race, religion, gender, LGBTQ+ identity, (dis)ability, social class, citizenship status, or language. In the 100th anniversary year of the Horace Mann League, these thought leaders in education take stock of enduring principles, current dilemmas, and important forward directions. With profiteers growing in numbers and seeking to take advantage of systemic breakdowns, this book will serve as a rousing defense of our public schools for our nation’s educators, parents, school board members, and politicians.
Publisher: Teachers College Press
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Public School Equity: Educational Leadership for Justice

Author: Manya C. Whitaker
Abstract: fforts to address inequities within our schools tend to ignore the underlying beliefs that sustain injustices, and focus instead on short-lived policies and practices. This book takes a different approach to eradicating educational disparities. Drawing on more than forty interviews with teachers, principals, and district leaders, Manya C. Whitaker offers educators guidance for leading a school or district grounded in social justice that centers teachers―not just teaching practices―and that focuses on the belief systems that shape decision-making.
Publisher: Norton
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Purveyors of Change: School Leaders of Color Share Narratives of Student, School, and Community Success

Editor: Judy A. Alston
Editor: Lawrence Scott
Editor: Sheree N. Alexander
Abstract: The purpose of this educational preparation supplemental text is to share stories of these exceptional leaders in the field and in the academy. The experiences shared by the various authors cover four important areas in leadership: Culture & Climate; Student Success; Resilience, Persistence, & Turnaround; and Social Justice. The authors have shared some deeply personal issues and triumphs. These are the stories that resonate more deeply with students and that with these types of stories, the theory to practice bridge is successfully crossed. While many of the chapters include narratives of resilience and triumph in the context of the P-12 education system, the overarching themes and suggestions can be transmuted to any industry.
Publisher: Information Age
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Real Classrooms, Real Teachers: The C3 Inquiry in Practice

Editor: Kristy A. Brugar
Editor: Kathryn L. Roberts
Abstract: As social studies standards shift to place a higher emphasis on critical thinking, inquiry, interaction, and expression, many teachers are scrambling to figure out how to appropriately shift their instruction accordingly. This book provides examples and ideas for working with elementary and middle school students to build social studies skills and knowledge in order to become independent learners and thinkers. Teaching these skills helps to support students in ways which are important to them, and to society at large. Real Classrooms, Real Teachers: The C3 Inquiry in Practice is aimed at in-service and pre-service teachers, grades 3-8. This text includes six sections: an introduction, one section for each of the four dimensions of the C3 Framework for Social Studies State Standards (National Council for the Social Studies, 2013), and a conclusion. Each chapter begins with a vignette based on a real-life social studies lesson authored by a practicing teacher or researcher. This is followed by a sample lesson plan associated with the vignette and suggestions for appropriate texts and supporting materials, as well as suggestions for modifications.
Publisher: Information Age
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Reclaiming Democratic Education Student and Teacher Activism and the Future of Education Policy

Author: Chrsitopher D. Thomas
Abstract: Since the spring of 2018, hundreds of thousands of students, teachers, and their allies have protested at or against their schools. These students and teachers have been protesting on a wide range of issues, from gun control and climate change to the underfunding of education and institutional responses to the COVID-19 pandemic. In Reclaiming Democratic Education, Chris Thomas examines how these activities exist at the intersection of two conflicting traditions—where student and teacher activism that aligns with the democratic purposes of public education collides with current policies that privilege the economic aims of education and restrict civic agency. By situating contemporary activism within these conflicting traditions, Thomas demonstrates how these activities constitute a rejection of the currently dominant policy paradigm in U.S. education. Thomas concludes with a discussion of how activism provides a foundation from which concerned teachers, school leaders, and policymakers can develop a new model for American education, one that reclaims an education for citizenship.
Publisher: Teachers College Press
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Redefining Geek: Bias and the Five Hidden Habits of Tech-Savvy Teens

Author: Cassidy Pucket
Abstract: Drawing on observations and interviews with a diverse group of students around the country, Puckett zeroes in on five technology learning habits that enable tech-savvy teens to learn new technologies: a willingness to try and fail, management of frustration and boredom, use of models, and the abilities to use design logic and identify efficiencies. In Redefining Geek, she shows how to measure and build these habits, and she demonstrates how many teens historically marginalized in STEM are already using these habits and would benefit from recognition for their talent, access to further learning opportunities, and support in career pathways. She argues that if we can develop, recognize, and reward these technological learning habits in all kids—especially girls and historically marginalized racial and ethnic groups—we can address many educational inequities and disparities in STEM.
Publisher: University of Chicago Press
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School Principals in Mexico: Cases of Leadership Success

Editor: Carmen Celina Torres Arcadia
Editor: Norma Guadalupe Pesqueira
Editor: Elizabeth Murakami
Abstract: This volume demonstrates how principals influence success in 14 elementary schools across Mexico. The cases show the importance of learning in an international school leadership context to address cultural, social, and academic needs of students in their families. Characteristics of successful principals are included, in order to exemplify contemporary practices, generate positive school climate, and the best possible development of children in diverse contexts. The cases presented in this book relate to challenging and vulnerable contexts or high-needs schools. 
Publisher: Information Age
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Sculpting New Creativities in Primary Education

Editor: Pamela Burnard
Editor: Michelle Loughrey
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This book introduces the new term ‘creativities’ with cutting-edge examples of creativities research that has influenced the thinking and work of teachers and school leaders in their practice. Co-edited by one of the leading international experts in creativity and the arts, this book is packed with imaginative ideas and practical classroom suggestions underpinned by theory and research to help teachers become research-informed and research-generating.

Sculpting New Creativities in Primary Education will inspire us, invite us to think, and share ways in which research is informing and enabling a role for new and creative practices in primary education. Each chapter is collaboratively written by an academic and a practicing teacher covering areas such as: creative spaces, intercultural and interdisciplinary creativity, art, wellbeing, mathematics, STEM and leadership creativities. It importantly highlights the need to inspire, shape and unfold change-making practices that (re-)invigorate, (re-)empower, and (re-)position primary education practice.

Publisher: Routledge
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Secret Lives of Children in the Digital Age: Disruptive Devices and Resourceful Learners

Author: Linda Laidlaw
Author: Joanne O'Mara
Author: Suzanna Wong
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“This is a unique book. It makes the personal social and the social personal through reflection on lived digital experience and the findings of more than a decade of research in and about the learning spaces of homes, classrooms, and communities. Rich in data, adventurous in theory, and imaginative in conclusion, this book is a well-selected mix of new and re-printed pieces. It sparks insights about the lives of children born into digital worlds and about parenting and schooling by adults grappling with technological revolution. At once retrospective and prospective, it charts emergent ways of digital being and invites action for fairer futures for all young people. It is a book for re-reading.”

Publisher: Myers Education Press
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Segregation by Experience: Agency, Racism, and Learning in the Early Grades

Author: Jennifer Keys Adair
Author: Kiyomi Sánchez-Suzuki ColegroveMay
Abstract: In Segregation by Experience, the authors filmed and studied a a first-grade classroom led by a Black immigrant teacher who encouraged her diverse group of students to exercise their agency. When the researchers showed the film to other schools, everyone struggled. Educators admired the teacher but didn’t think her practices would work with their own Black and brown students. Parents of color—many of them immigrants—liked many of the practices, but worried that they would compromise their children. And the young children who viewed the film thought that the kids in the film were terrible, loud, and badly behaved; they told the authors that learning was supposed to be quiet, still, and obedient. In Segregation by Experience Jennifer Keys Adair and Kiyomi Sánchez-Suzuki Colegrove show us just how much our expectations of children of color affect what and how they learn at school, and they ask us to consider which children get to have sophisticated, dynamic learning experiences at school and which children are denied such experiences because of our continued racist assumptions about them.
Publisher: University of Chicago Press
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Self+Culture+Writing: Autoethnography for/as Writing Studies

Editor: Rebecca Jackson
Editor: Jackie Grutsch McKinney
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Interest in autoethnography is growing among writing studies scholars, who see clear connections to well-known disciplinary conversations about personal narrative, as well as to the narrative turn in general and social justice efforts in particular. Contributions by authors from diverse backgrounds and institutional settings are organized into three parts: a section of writing studies autoethnographies, a section on how to teach autoethnography, and a section on how ideas about autoethnography in writing studies are evolving.

Self+Culture+Writing discusses the use of autoethnography in the writing classroom as both a research method and a legitimate way of knowing, providing examples of the genre and theoretical discussions that highlight the usefulness and limitations of these methods.

Publisher: University of Utah Press
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Student Mental Health and Wellbeing in Higher Education

Author: Nicola Barden
Author: Ruth Caleb
Abstract: Good mental health is essential for students to manage the challenges that university life presents. This book offers pragmatic guidance to support academic and student services staff in engaging with this critical issue, both in terms of being proactive within their role to promote a positive approach to wellbeing, and understanding how to care appropriately for students who may not be flourishing in the university environment. 
Publisher: SAGE
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Supervision Modules to Support Educators in Collaborative Teaching: Helping to Support & Maintain Consistent Practice in the Field

Editor: Kathryn L. Lubniewski
Editor: Debbie F. Cosgrove
Editor: Theresa Y. Robinson
Abstract: Supervision Modules to Support Educators in Collaborative Teaching is a research-based supervisory handbook designed to promote on-going teacher reflection and development in collaborative teaching contexts. It is a tool for school leaders and teacher preparation supervisors to use for in-service and pre-service teacher development at all grade levels PK-12.
Publisher: Information Age
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Suspended: Punishment, Violence, and the Failure of School Safety

Author: Charles Bell
Abstract: Focusing on schools in inner-city and suburban Detroit, Charles Bell draws on 160 in-depth interviews with Black high school students, their parents, and their teachers to illuminate the negative outcomes that are associated with out-of-school suspension. Bell also sheds light on the inherent shortcomings of school safety measures as he describes how schools fail to protect Black students, which leaves them vulnerable to bullying and victimization. The students he interviews offer detailed insight into how the lack of protection they received in school intensified their fear of being harmed and even motivated them to use violence to establish a reputation that discouraged attacks. Collectively, their narratives reveal how receiving a suspension for fighting in school earned them respect, popularity, and a reputation for toughness―transforming school punishment into a powerful status symbol that destabilizes classrooms.
Publisher: Johns Hopkins University Press
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