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Making Up Our Mind: What School Choice Is Really About

Author: Sigal R. Ben-Porath
Author: Michael C. Johanek
Abstract: The question is not whether to have school choice. It is how we will regulate who has which choices in our mixed market for schooling—and what we, as a nation, hope to accomplish with that mix of choices. Looking beyond the simplistic divide between those who oppose government intervention and those who support public education, the authors make the case for a structured landscape of choice in schooling, one that protects the interests of children and of society, while also identifying key shared values on which a broadly acceptable policy could rest.
Publisher: University of Chicago Press
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Marking the "Invisible": Articulating Whiteness in Social Studies Education

Editor: Andrea M. Hawkman
Editor: Sarah B. Shear
Abstract: In Marking the “Invisible”, editors assemble original contributions from scholars working to expose whiteness and disrupt white supremacy in the field of social studies education. We argue for an articulation of whiteness within the field of social studies education in pursuit of directly challenging its influences on teaching, learning, and research. Across 27 chapters, authors call out the strategies deployed by white supremacy and acknowledge the depths by which it is used to control, manipulate, confine, and define identities, communities, citizenships, and historical narratives. This edited volume promotes the reshaping of social studies education to: support the histories, experiences, and lives of Students and Teachers of Color, challenge settler colonialism and color-evasiveness, develop racial literacy, and promote justice-oriented teaching and learning.
Publisher: Information Age
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Mastering Primary Music

Author: Ruth Atkinson
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Mastering Primary Music introduces the primary music curriculum and helps trainees and teachers learn how to plan and teach inspiring lessons that make music learning irresistible.

Topics covered include:
· Current developments in music
· Music as an irresistible activity 
· Music as a practical activity 
· Skills to develop in music
· Promoting curiosity 
· Assessing children in music
· Practical issues

This guide includes examples of children's work, case studies, readings to reflect upon and reflective questions that all help to exemplify what is considered to be best and most innovative practice. The book draws on the experience of a leading professional in primary music, Ruth Atkinson, to provide the essential guide to teaching music for all trainee primary teachers.

Publisher: Bloomsbury
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Metodos de alfabetizacao no brasil

Author: Maria do Rosario Mortatti
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Neste livro estão reunidos sete textos publicados entre 1988 e 2018, como resultados de pesquisas desenvolvidas pela Autora há aproximadamente três décadas, especialmente em continuidade e detalhamento da pesquisa sobre história da alfabetização no Brasil, que resultou em tese de livre-docência defendida em 1997 e publicada em 2000 no livro Os sentidos da alfabetização: São Paulo – 1876-1994 (Ed. Unesp). Todos os textos tratam da história da alfabetização no Brasil, considerada como história da alfabetização escolar, em que se inter-relacionam aspectos didático-pedagógicos, sociológicos, culturais e políticos, dada sua vinculação direta com a história da escola pública, laica e gratuita que se inicia em nosso país, com a proclamação da República. A face mais visível desse movimento é a “questão dos métodos”, em torno da qual a Autora identifica quatro momentos cruciais, nos quais estão sintetizadas disputas políticas pela hegemonia de projetos de nação, por meio de disputas entre os “educadores ‘intelectuais orgânicos’” defensores de um novo e “revolucionário” método em oposição aos defensores de métodos então antigos e tradicionais.  A relevância do tema, a complexidade dos problemas formulados e/ou indicados no livro possibilitam compreender a tensão entre permanências e rupturas características dessa história e que se manifestam também no contexto brasileiro atual, reiterando a importância tanto de conhecer o passado para compreender o presente quanto de considerar a intrínseca relação entre alfabetização e política.

Publisher: UNESP
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Mindfulness in the Classroom: Mindful Principles for Social and Emotional Learning

Author: Season Mussey
Abstract: The book provides an introduction and theoretical overview of mindfulness, followed by a discussion of the eight mindful principles. Research-based evidence is presented alongside differentiated teaching activities and classroom examples, helping to bridge the gap from theory to practice. Larger implications for schools and society are also discussed, including a call to use these principles to teach the whole child. Mindfulness in the Classroom offers teachers and students a guide for the journey back to the heart of teaching and learning.
Publisher: Prufrock Press
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Mindfulness in the PreK-5 Classroom: Helping Students Stress Less and Learn More

Author: Patricia A. Jennings
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Tips and tools for promoting calm and focused attention in the classroom.

This volume from the editor of the SEL Solutions Series provides a concise introduction to mindfulness for teachers and others who work in preschool and elementary-school settings. Each chapter includes simple, research- tested, practical activities that can be integrated into the school day to help kids calm down and pay attention.
Publisher: W.W. Norton
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Mindfulness in the Secondary Classroom: A Guide for Teaching Adolescents

Author: Patricia C. Broderick
Abstract: Trish Broderick describes the particular relevance of mindfulness to the teaching of adolescent students, including its potential to alleviate stress, foster motivation, engagement, and compassion―and ultimately, to improve both learning and social relationships. Her book is a guide to applying mindfulness to day-to-day classroom challenges; every chapter contains authentic vignettes of secondary teachers and students, brief practices to try, and a set of takeaway points and reflection questions.
Publisher: W.W. Norton
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Misinformation and Fake News in Education

Editor: Panayiota Kendeou
Editor: Daniel H. Robinson
Editor: Matthew T. McCrudden
Abstract: Today, like no other time in our history, the threat of misinformation and disinformation is at an all-time high. This is also true in the field of Education. Misinformation refers to false information shared by a source who intends to inform, but is unaware that the information is false, such as when an educator who recommends the use of a learning strategy that is not actually beneficial. Disinformation is false information shared by a source who has the intent to deceive and is aware that the information is false, such as when a politician claim that high-stakes testing will fix K-12 education when in fact there is no evidence to support this practice. This book provides recent examples of how misinformation and disinformation manifest in the field of education and remedies.
Publisher: Information Age
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Mobile Learning: Perspectives on Practice and Policy

Editor: Danielle Herro
Editor: Sousan Arafeh
Editor: Rich Ling
Editor: Chris Holden
Abstract: This edited book provides a venue for researchers to share their work on mobile learning with a focus on uses for mobiles in informal settings and PK-20 classrooms, language learning, mobile gaming, leadership and policy issues, and what mobile learning in the future may be.
Publisher: Information Age
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Model Science Teacher Preparation Programs: An International Comparison of What Works

Editor: Jon E. Pedersen
Editor: Tetsuo Isozaki
Editor: Toshihde Hrano
Abstract: This volume will focus on a much need comparison of science teacher preparation from around the world. In recent times (last 5 years) much has been written and communicated both in the popular press and within the annals of research oriented publications about the performance of students international in math and science. Although not a new discussion or debate, many countries are held as exemplars in how they educate their youth and subsequently how they educate their teachers. Given this situation and given the fact that there is ample evidence to show that some countries youth perform better on tests such as the Program for International Student Assessment (PISA) and we know that teacher significantly contribute to the performance of students, it is time that we look at the specific attributes of teacher preparation worldwide. Although this volume will not look at every country that is in the comparator group for PISA and other measures, we have contacted over 18 potential authors in the same number of countries in which there is ample evidence to show successes regarding student performance and quality teacher preparation programs. The intent of the book is not just to report on the “success” of each nation. Rather the intent is to ask authors to take a critical look at the process by which science teachers are educated and share with the reader both the positive and negative aspects of such preparation programs. For all 15 contributed chapters, the editors have analyzed each and from this constructed from the “data” an analysis and report in a final chapter on the exemplary qualities from various nations and make specific recommendations regarding science teacher preparation for the global community.
Publisher: Information Age
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Models of Success: How Historically Black Colleges and Universities Survive the Economic Recession

Editor: Shametrice Davis
Editor: Walter M. Kimbrough
Abstract: This edited book contains chapters related to the excellent management and leadership practices currently taking place at historically Black colleges and universities (HBCUs) in the context an economic recession. Each chapter highlights successful operations at HBCUs from management, leadership, and administrative standpoints in a manner that is not comparative of or overly reliant upon dominant literature, standards, or theories. Amongst the deficitladen literature regarding the fiscal, accreditation, and governance status of HBCUs are few studies highlighting those institutions successfully operating in a difficult economy. This book fills that gap of information by offering chapters on excellent management and leadership practices occurring at a variety of HBCUs today.
Publisher: Information Age
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More Like Life Itself: Simulations as powerful and purposeful social studies

Editor: Cory Wright-Maley
Abstract: Today, despite the growing evidence that simulations have an important role to play in the teaching of social studies, they remain an underutilized and undervalued approach to the discipline. One of the key obstacles to their widespread adoption is the limited availability of training resources available to social studies teachers. Teachers need support to develop a new vision of social studies teaching and learning coupled with practical guidance necessary to implement simulations effectively. This volume provides teachers with both. 
Publisher: Information Age
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More than a Moment: Contextualizing the Past, Present, and Future

Author: Steven D. Krause
Abstract: As recently as 2012, massive open online courses (MOOCs) looked poised to revolutionize higher education, but in just a few years their flaws and problems have made them into a less relevant model. In More than a Moment, Steven D. Krause explores MOOCs and their continuing impact on distance learning in higher education, putting them in the context of technical innovations that have come before and those that will be part of the educational future.
Publisher: Utah State University Press
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Multi-Tiered Systems of Support for Young Children: Driving Change in Early Education

Author: Judith J. Carta
Author: Robin Miller Young
Abstract: Multi-Tiered Systems of Support (MTSS) is a framework for delivering effective and efficient services and supports to meet the needs of all young children and their families so they can achieve essential developmental and early academic learning outcomes. With this evidence-based planning book and video set, you'll discover how to design, implement, and monitor successful MTSS for children ages 3–5 across various early learning environments, including classrooms, programs, districts, and the state level.
Publisher: Paul H. Brookes
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My Second First Year: Leaving Academia for a High School Classroom

Author: Joseph R. Jones
Abstract: Dr. Jones returned to the high school classroom after 15 years in higher education, most recently as an Associate Dean. This text chronicles his journey into his new teaching career. The premise of the text is framed on the attributes of a relational pedagogy. As such, the book discusses the relationships that Dr. Jones developed throughout the academic year. In this capacity, relational pedagogy allows the reader a unique lens through which to view the schooling process in this metropolitan southern town. In the book, Jones examines topics such as standardized testing, racism, sexuality, cheating, among other topics, through a critical theory paradigm. In doing so, Jones is able to interweave theoretical concepts within the daily actions of the schooling process. As such, the text is a unique reconceptualization of schools and the purpose of schools. 
Publisher: Information Age
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Navigating the American Education System: Four Latino Success Stories

Author: Manuel P. Vargas
Abstract: Navigating the American Education System: Four Latino Success Stories showcases the educational journey of four Latino/a men and women who navigated the American education system successfully. Their success is significant given the multiple and varied challenges that most Latinos/as encounter throughout the K–20 educational continuum. The purpose of this book is not only to show and tell, but to describe ordinary people attaining extraordinary results, who might also stand as good role models for the youngest- and fastest-growing group—Latinos/as—in this country. 
Publisher: Information Age
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Next Steps with Academic Conversations: New Ideas for Improving Learning Through Classroom Talk

Author: Jeff Zwiers
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Jeff Zwiers, an educational researcher at Stanford University, has spent the last 15 years analyzing classroom conversations to see how they can be better used and improved in classroom settings. Teachers who have worked with him report significant growth in students’ engagement, content learning, language, creativity, and sense of agency.

This resource is the product of his extensive research, co-teaching, and collaborating with a wide range of educators. It was written for busy teachers who want a practical guide for strengthening the quality and quantity of productive conversations in their lessons. 

Publisher: Stenhouse
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Not For Ourselves Alone: The Legacies of Two Pioneers of Black Higher Education in the United States

Author: Hakim J. Lucas
Abstract: By relying on the educational models of Wilberforce University and Morehouse College, this study gathered historical artifacts that provide critical responses to the following research questions: What were the similarities and differences between the social, historical, political and cultural forces that led to the founding of the colleges? What were the similar and different motivations and interests of the founding leaders? What were the similar and different effects of these founding leaders on their institutions in their time period? What similar and different supports did these institutions receive from their religious organizations? What can we learn from the impact of these institutions on Black higher education over the last 150 years?
Publisher: Information Age
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O movimento de ocupações estudantis

Author: Adriana Alves Fernandes Costa
Author: Luis Antonio Groppo
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A coletânea analisa uma série de ações coletivas potentes do ponto de vista político e formativo: as ocupações estudantis no Brasil em 2015 e 2016. Nessas ações coletivas, adolescentes e jovens tomaram as rédeas da resistência contra o retrocesso político e social perpetrado por um golpe institucional e um governo que despejou uma série de medidas de cunho neoliberal e conservador. Mas também se tratou de um movimento que trouxe à luz a capacidade dos estudantes serem sujeitos de sua própria história e guiarem, sozinhos ou ao lado de gerações mais velhas, seu processo educativo. O movimento que abordaremos teve a adesão de estudantes em praticamente todos os estados brasileiros, além do Distrito Federal, com diversas motivações e em diferentes tempos: tanto em reação à reestruturação do sistema educacional, quanto em reação à Proposta de Emenda Constitucional (PEC) n° 241/2016 1 e à Medida Provisória n° 746/2016. 2 A nosso ver, esses projetos e a contraofensiva dos estudantes interferiram nas reconfigurações da estrutura do sistema educacional brasileiro e nos processos formativos de alunos e professores. A abertura traz uma entrevista concedida pela estudante secundarista paranaense, Ana Júlia Ribeiro, na qual reflete, quase um ano depois, sobre sua participação na ocupação de sua escola, seu discurso na Assembleia Legislativa do Paraná e a escola pós-ocupação. A primeira parte, “Contextos e Discursos de luta dos movimentos estudantis”, traz um olhar panorâmico sobre as ocupações, precedido da análise do contexto político e educacional que deu origem a tais movimentos. As ocupações são tratadas como parte do ciclo de ações coletivas iniciado, no Brasil, com as Jornadas de Junho de 2013, ciclo esse em que os jovens têm tido papel de grande relevância. Já a segunda parte, “Espaços de ocupação e resistências”, explana a análise de movimentos de ocupação ocorridos em 2015 e de 2016. Destaca-se a onda nacional de ocupações do segundo semestre de 2016, que se iniciou como uma ação dos secundaristas do Paraná contra a proposta do governo Temer de reforma do Ensino Médio, mas que atingiu estudantes da Educação Superior e se vinculou, em alguns locais, a greves de servidores da educação pública federal.

Publisher: Pedro & João Editores
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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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Open Your Hand: Teaching as a Jew, Teaching as an American

Author: Ilana M Blumberg
Abstract: Fifteen years into a successful career as a college professor, Ilana Blumberg encounters a crisis in the classroom that sends her back to the most basic questions about education and prompts a life-changing journey that ultimately takes her from East Lansing to Tel Aviv.  As she explores how civic and religious commitments shape the culture of her humanities classrooms, Blumberg argues that there is no education without ethics. When we know what sort of society we seek to build, our teaching practices follow. In vivid classroom scenes from kindergarten through middle school to the university level, Blumberg conveys the drama of intellectual discovery as she offers novice and experienced teachers a pedagogy of writing, speaking, reading, and thinking that she links clearly to the moral and personal development of her students. Writing as an observant Jew and as an American, Blumberg does not shy away from the difficult challenge of balancing identities in the twenty-first century: how to remain true to a community of origin while being a national and global citizen. As she negotiates questions of faith and citizenship in the wide range of classrooms she traverses, Blumberg reminds us that teaching - and learning - are nothing short of a moral art, and that the future of our society depends on it.
Publisher: Rutgers University Press
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Opportunity for All: A Framework for Quality and Equality in Education

Author: Jennifer A. O'Day
Author: Marshall S. Smith
Abstract: Drawing on decades of research, policy, and practice, Jennifer A. O’Day and Marshall S. Smith show how strategies for pursuing educational quality and equal outcomes for all students can be linked, presenting an ambitious idea of the future of American education and a comprehensive theory of change for enacting that vision.

The authors argue that systemic causes require systemic solutions. Analyzing the failures of past efforts to address and remedy systemic inequality, O’Day and Smith maintain that our current standards-based policy framework needs to be connected to a continuous improvement approach to build on and scale up successes and to address gaps in outcomes. 
Publisher: Harvard Education Press
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Outcomes of High-Quality Clinical Practice in Teacher Education

Editor: David Hoppey
Editor: Diane Yendol-Hoppey
Abstract: Each book chapter highlights research about how programs are studying a variety of outcomes of clinical practice. After an introductory chapter that helps to define and situate clinical practice in teacher education, the book is organized into four sections: (1) Outcomes of New Roles, (2) Outcomes of New Practices, (3) Outcomes of New Coursework/Fieldwork Configurations, and (4) Outcomes of New Program Configurations. The book wraps up with a discussion that looks across the chapters to find common themes, share implications for teacher educators, and set the course for future research.
Publisher: Information Age
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Outside Money in School Board Elections: The Nationalization of Education Politics

Author: Jeffrey R. Henig
Author: Rebecca Jacobsen
Author: Sarah Reckhow
Abstract: Drawing on a detailed study of elections in five districts (Bridgeport, Connecticut, Denver, Indianapolis, Los Angeles, and New Orleans), the authors explore what happens when national issues percolate downward into local politics. They suggest that the involvement of wealthy individuals and national organizations in local school board elections are signs of the nationalization of local education politics that potentially have significant implications for equity and democracy. 
Publisher: Harvard Education Press
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Para Além da Educação Popular

Author: Flávio Brayner
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A obra, prefaciada pelo professor Danilo Streck, reúne 12 longos artigos, escritos em declarada tonalidade polêmica, tratando de diversos aspectos da chamada Educação Popular, seus conceitos, suas fragilidades, sua adequação como instrumento pedagógico de resistência, o enquadramento histórico das proposições de Freire ou o uso frequente de conhecidos chavões que pululam nos discursos da área. Os artigos que compõem o livro foram apresentados nas reuniões da ANPEd (Grupo de Trabalho 06. Educação Popular, ao qual pertence o autor), desde o ano de 1999. Discutindo temas como as mudanças políticas na ideia de "militância", os limites práticos e conceituais do Movimento de Cultura Popular (Recife), o platonismo da Educação Popular, o clichê como uma forma de "derrota do pensamento", ou o silêncio bibliográfico de Paulo Freire (que raramente citava obras!), ou a institucionalização do pensamento de Paulo Freire..., o livro é alinhavado a partir de um visível fio vermelho: é necessário, se quisermos ainda esperar de uma "pedagogia" suas virtuais potencialidades de "libertação" política e cultural, rever com seriedade os conceitos em que ela se funda e se legitima. A Pedagogia do Oprimido, por exemplo, foi um verdadeiro divisor de águas da literatura pedagógica brasileira, "inventando" uma personagem que, antes, não era objeto de nenhum discurso propriamente pedagógico: o "oprimido". No entanto, devemos perguntar - à luz da vigilância crítica a que Freire tanto nos incitou- se as "águas" que corriam em 68 são as mesmas que correm hoje, quer dizer, se podemos ainda tratar da opressão no interior de uma filosofia da consciência, numa época de modificação radical da ética do dever, substituída por outra, do prazer, numa sociedade de hiperconsumo e de narcisismo patológico. Assim, a tese, comum no meio da Educação Popular, de que "enquanto houver oprimidos, a obra de Freire se manterá atual" não se sustenta! De inspiração polêmica, como foi dito, o livro é um alerta contra a fragilidade da resistência pedagógica crítica num momento de severo ataque do antiintelectualismo.


Publisher: Mercado Letras
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Paradoxes of the Public School: Historical and Contemporary Foundations of American Public Education

Author: James E. Schul
Abstract: Paradoxes of the Public School promises to foster a thoughtful dialogue on the complexity of school and how best to improve it for the future. Teacher educators may find it useful to help develop teacher candidates’ understanding of the nature of school. However, anyone interested in the nature of school will find this book insightful, clear, and easy to follow. All readers will find this book to be cutting edge as it creatively fills a dire need for a compelling tale of school that is both informative and thought provoking.
Publisher: Information Age
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Participatory Methodologies to Elevate Children's Voice and Agency

Editor: Ilene R. Berson
Editor: Michael J. Berson
Editor: Colette Gray
Abstract: This volume of the Research in Global Child Advocacy Series explores participatory methodologies and tools that involve children in research. Perspectives on the role of children have transitioned from viewing children as objects of research, to children as subjects of research, to acknowledgement of children as competent contributors and agents throughout the inquiry process.
Publisher: Information Age
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Pathways to Personalization: A Framework for School Change

Author: Shawn C. Rubin
Author: Cathy Sanford
Abstract: Shifting a school or district to offer more personalized learning requires a great deal of commitment, passion, and energy, but it also demands a strategic process. Pathways to Personalization meets this need by providing a field-tested road map for educators seeking ways to meet the academic and emotional needs of all students, and to empower them to take charge of their own learning.
Publisher: Harvard Education Press
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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 for Restoration: Addressing Social and Ecological Degradation Through Education

Author: David Krzesni
Abstract: Pedagogy for Restoration seeks to understand the conditions leading to the destruction of Earth in order to discover pedagogy for restoration. As we degrade the planet we degrade ourselves and as we degrade ourselves we degrade the planet. Moral development and socialization significantly influence our participation in, construction of, or resistance to the systems of oppression that degrade us. The process of restorative education recognizes that humans are fundamentally good and moral and seeks to promote healthy moral development. We must help students meet their basic needs, center their own identities and experience, and simultaneously emphasize community and relationships to help them find a sense of purpose. These efforts facilitate social and ecological restoration by allowing students to reach a physical and emotional place that is conducive to learning and self-efficacy so that they may engage with whatever issues they find important in their own way and on their own terms.
Publisher: Peter Lang
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