- Table View
- List View
Racialized Identities: Race and Achievement among African American Youth
by Na'ilah Suad NasirAs students navigate learning and begin to establish a sense of self, local surroundings can have a major influence on the range of choices they make about who they are and who they want to be. This book investigates how various constructions of identity can influence educational achievement for African American students, both within and outside school. Unique in its attention to the challenges that social and educational stratification pose, as well as to the opportunities that extracurricular activities can offer for African American students' access to learning, this book brings a deeper understanding of the local and fluid aspects of academic, racial, and ethnic identities. Exploring agency, personal sense-making, and social processes, this book contributes a strong new voice to the growing conversation on the relationship between identity and achievement for African American youth.
Racialized Identities in Second Language Learning: Speaking Blackness in Brazil (Routledge Advances in Second Language Studies)
by Uju Anya*Winner of the 2019 AAAL First Book Award* Racialized Identities in Second Language Learning: Speaking Blackness in Brazil provides a critical overview and original sociolinguistic analysis of the African American experience in second language learning. More broadly, this book introduces the idea of second language learning as "transformative socialization": how learners, instructors, and their communities shape new communicative selves as they collaboratively construct and negotiate race, ethnicity, gender, sexuality, and social class identities. Uju Anya’s study follows African American college students learning Portuguese in Afro-Brazilian communities, and their journeys in learning to do and speak blackness in Brazil. Video-recorded interactions, student journals, interviews, and writing assignments show how multiple intersecting identities are enacted and challenged in second language learning. Thematic, critical, and conversation analyses describe ways black Americans learn to speak their material, ideological, and symbolic selves in Portuguese and how linguistic action reproduces or resists power and inequity. The book addresses key questions on how learners can authentically and effectively participate in classrooms and target language communities to show that black students' racialized identities and investments in these communities greatly influence their success in second language learning and how successful others perceive them to be.
Racialized Identities in Second Language Learning: Speaking Blackness in Brazil (Routledge Advances in Second Language Studies)
by Uju Anya*Winner of the 2019 AAAL First Book Award* Racialized Identities in Second Language Learning: Speaking Blackness in Brazil provides a critical overview and original sociolinguistic analysis of the African American experience in second language learning. More broadly, this book introduces the idea of second language learning as "transformative socialization": how learners, instructors, and their communities shape new communicative selves as they collaboratively construct and negotiate race, ethnicity, gender, sexuality, and social class identities. Uju Anya’s study follows African American college students learning Portuguese in Afro-Brazilian communities, and their journeys in learning to do and speak blackness in Brazil. Video-recorded interactions, student journals, interviews, and writing assignments show how multiple intersecting identities are enacted and challenged in second language learning. Thematic, critical, and conversation analyses describe ways black Americans learn to speak their material, ideological, and symbolic selves in Portuguese and how linguistic action reproduces or resists power and inequity. The book addresses key questions on how learners can authentically and effectively participate in classrooms and target language communities to show that black students' racialized identities and investments in these communities greatly influence their success in second language learning and how successful others perceive them to be.
Racially and Ethnically Diverse Women Leading Education: A World View (Advances in Educational Administration #25)
by Terri N. Watson Anthony H. NormoreThis book's primary focus is on racially and ethnically diverse women in educational leadership. Each chapter is written from a unique conceptual or empirical lens as shared by international female leaders. Of particular interest to readers is the ingenious pairing of contributors for optimum scholarship, whereby the majority of chapters are co-authored by at least one male in a leadership role who shares in the crusade for social, cultural, political, and economic gender and racial equality for effective leadership that works. The general content is framed by but not limited to theoretical frameworks such as Black / Feminist Thought, Critical Race Theory, and Leadership for Social Justice. The chapters range from a critical examination of global society and cross-cultural collaboration, to the intersection of race, law, and power. Each chapter illuminates the lives and experiences of racially and ethnically diverse women in leadership positions in a diverse range of educational settings and contexts.
Racism and Antiracism in Real Schoolsa (UK Higher Education OUP Humanities & Social Sciences Education OUP)
by David GillbornHow are 'race' and racism implicated in education policy and practice?What does effective antiracism look like in practice?How can teachers and school students be encouraged to think critically about their racialized assumptions and actions?In exploring these questions David Gillborn makes a vital contribution to the debate on 'race' and racism in education. He focuses on racism in the policy, research, theory and practice of education, and includes the first major study of antiracism at the level of whole-school management and classroom practice. The voices of teachers and school students bring the issues to life, and illustrate the daily problems of life in urban schools. This is a fascinating picture of the key matters facing managers, classroom teachers and their students as schools struggle to develop strong and workable approaches to anti-racist education. It is accompanied by a critical review of current debates and controversies concerning 'race', ethnicity and identity.Arguing for a critical return to the concept of 'race', Racism and Antiracism in Real Schools represents an important addition to the literature on the theory and practice of education in a racist society.
Racism and Child Protection: The Black Experience Of Child Sexual Abuse
by Valerie JacksonThis is a study of the effects of racism on the protection and support of black children who have been sexually abused. The author explores the myths and realities surrounding the abuse of black children, and the actions of social workers and others who are responsible for their protection. Her purpose is to demonstrate how deeply racism is affecting the provision and care for the abused black child, the prevention of disclosure of abuse by such children, and what can be done to redress the balance. The book includes first-hand accounts supported by qualitative and quantitative research and references to literature in the field. It is aimed at those preparing for the Diploma in Social Work or NVQ in Care level 3, health visitors and Project 2000 nurses.
Racism and Education: Coincidence or Conspiracy?
by David GillbornEducation policy is not designed to eliminate race inequality but to sustain it at manageable levels. This is the inescapable conclusion of the first major study of the English education system using ‘critical race theory’. David Gillborn has been described as Britain’s ‘most influential race theorist in education’. In this book he dissects the role of racism across the education system; from national policies to school-level decisions about discipline and academic selection. Race inequality is not accidental and things are not getting better. Despite occasional ‘good news’ stories about fluctuations in statistics, the reality is that race inequality is so deeply entrenched that it is effectively ‘locked in’ as a permanent feature of the system. Built on a foundation of compelling evidence, from national statistics to studies of classroom life, this book shows how race inequality is shaped and legitimized across the system. The study explores a series of key issues including: the impact of the ‘War on Terror’ and how policy privileges the interests of white people how assessment systems produce race inequality exposes the ‘gifted and talented’ programme as a form of eugenic thinking based on discredited and racist myths about intelligence and ability documents the Stephen Lawrence case revealing how policy makers have betrayed earlier commitments to race equality shows how ‘model minorities’ are created and used to counter anti-racism how education policy is implicated in the defence of white power. Conspiracy? Racism & Education takes critical antiracist analyses to a new level and represents a fundamental challenge to current assumptions in the field. With a preface by Richard Delgado, one of the founders of critical race theory.
Racism and Education: Coincidence or Conspiracy?
by David GillbornEducation policy is not designed to eliminate race inequality but to sustain it at manageable levels. This is the inescapable conclusion of the first major study of the English education system using ‘critical race theory’. David Gillborn has been described as Britain’s ‘most influential race theorist in education’. In this book he dissects the role of racism across the education system; from national policies to school-level decisions about discipline and academic selection. Race inequality is not accidental and things are not getting better. Despite occasional ‘good news’ stories about fluctuations in statistics, the reality is that race inequality is so deeply entrenched that it is effectively ‘locked in’ as a permanent feature of the system. Built on a foundation of compelling evidence, from national statistics to studies of classroom life, this book shows how race inequality is shaped and legitimized across the system. The study explores a series of key issues including: the impact of the ‘War on Terror’ and how policy privileges the interests of white people how assessment systems produce race inequality exposes the ‘gifted and talented’ programme as a form of eugenic thinking based on discredited and racist myths about intelligence and ability documents the Stephen Lawrence case revealing how policy makers have betrayed earlier commitments to race equality shows how ‘model minorities’ are created and used to counter anti-racism how education policy is implicated in the defence of white power. Conspiracy? Racism & Education takes critical antiracist analyses to a new level and represents a fundamental challenge to current assumptions in the field. With a preface by Richard Delgado, one of the founders of critical race theory.
Racism and Education in Britain: Addressing Structural Oppression and the Dominance of Whiteness (Palgrave Studies in Race, Inequality and Social Justice in Education)
by Gill CrozierThis book is concerned with racism and education in Britain. It aims to seek greater understanding of the nature and endurance of racism within education practice in the 21st century and to examine the relationship between racism and the educational experiences and outcomes of many Black, Asian and Minority Ethnic (BAME) children and young people, with reference to school and university. Employing Critical Race Theory, Critical Whiteness Theory and Intersectionality, this structural analysis traces the historical and contemporary development of racism in education. White privilege and White supremacy, it is argued, are central to the perpetuation of racism and the failure to either understand or recognise the systemic nature of racial oppression. The book focuses on Britain, but the analysis locates racism as a global phenomenon. In spite of decades of policies on ‘race’ equality in Britain, BAME children and young people continue to be discriminated against and are failed by the education system. Applying a theoretical analysis of racism and White supremacy and privilege to an examination of government policies and research in schools and universities, the nature and extent of racism is revealed in the educational experiences of young people.
Racism and Education in the U.K. and the U.S.: Towards a Socialist Alternative (Marxism and Education)
by Mike ColeExtends Marxist analysis to include key concepts from the work of neo-Marxists Antonio Gramsci and Louis Althusser. It looks in detail at racism in the U.K. and the U.S. and goes on to examine the differences between schooling and education, and their relationship to racism in those two countries and in the Bolivarian Republic of Venezuela.
Racism, Gender Identities and Young Children: Social Relations in a Multi-Ethnic, Inner City Primary School
by Paul ConnollyThis book offers a fascinating yet disturbing account of the significance of racism in the lives of five and six year old children, drawing upon data from an in-depth study of an inner-city, multi-ethnic primary school and its surrounding community. It represents one of the only detailed studies to give primacy to the voices of the young children themselves - giving them the space to articulate their own experiences and concerns. Together with detailed observation of the children in the school and local community, it provides an important account of how and why they draw upon discourses on race in the development of their gender identities.The book graphically highlights the understanding that these children have of issues of race, gender and sexuality and the active role they play in using and reworking this knowledge to make sense of their experiences.
Racism, Gender Identities and Young Children: Social Relations in a Multi-Ethnic, Inner City Primary School
by Paul ConnollyThis book offers a fascinating yet disturbing account of the significance of racism in the lives of five and six year old children, drawing upon data from an in-depth study of an inner-city, multi-ethnic primary school and its surrounding community. It represents one of the only detailed studies to give primacy to the voices of the young children themselves - giving them the space to articulate their own experiences and concerns. Together with detailed observation of the children in the school and local community, it provides an important account of how and why they draw upon discourses on race in the development of their gender identities.The book graphically highlights the understanding that these children have of issues of race, gender and sexuality and the active role they play in using and reworking this knowledge to make sense of their experiences.
Racism in Schools: History, Explanations, Impact, and Intervention Approaches
by Matthias Böhmer Georges SteffgenRacism, i.e. discrimination against people on the basis of their supposed ethnic origin, is omnipresent in schools. Apart from students, trainees and teachers, all actors in the school context are affected by this topic.Why is this so? How can racist discrimination be explained? What effects does this behavior have on those affected? And how can schools counteract it? These are all questions that arise and which this book aims to answer with the intention of enabling all those acting in the school context to critically examine their own knowledge bases relevant to racism. This book contributes to the development of school as a racism-sensitive space in which all actors behave in a racism-sensitive manner.Therefore, in addition to an overview of the history of racism, approaches to explaining racist behavior and the effects of racist discrimination, prevention and intervention approaches for a practice critical of racism in schools are presented.
Radiation in Enclosures: Elliptic Boundary Value Problem (Scientific Computation)
by Aristide Mbiock Roman WeberDuring the last half century, the development and testing of prediction models of combustion chamber performance have been an ongoing task at the International Flame Research Foundation (IFRF) in IJmuiden in the Netherlands and at many other research organizations. This task has brought forth a hierarchy of more or less standard numerical models for heat transfer predictions, in particular for the prediction of radiative heat transfer. Unfortunately all the methods developed, which certainly have a good physical foundation, are based on a large number of extreme sim plifications or uncontrolled assumptions. To date, the ever more stringent requirements for efficient production and use of energy and heat from com bustion chambers call for prediction algorithms of higher accuracy and more detailed radiative heat transfer calculations. The driving forces behind this are advanced technology requirements, the costs of large-scale experimen tal work, and the limitation of physical modeling. This interest is growing more acute and has increased the need for the publication of a textbook for more accurate treatment of radiative transfer in enclosures. The writing of a textbook on radiative heat transfer, however, in ad dition to working regularly on other subjects is a rather difficult task for which some years of meditation are necessary. The book must satisfy two requirements which are not easily reconciled. From the mathematical point of view, it must be written in accordance with standards of mathemati cal rigor and precision.
"Radical Academia"? Understanding the Climates for Campus Activists: New Directions for Higher Education, Number 167 (J-B HE Single Issue Higher Education)
by Christopher J. Broadhurst Georgianna L. MartinTake an in-depth look at campus activism in the 21st century with this issue of New Directions for Higher Education. Campuses have always experienced an ebb and flow of activism, and the recent displays of student activism on American campuses show that protesters remain a vibrant subculture in American higher education. From rising tuition costs to the need to improve and welcome diversity, activists signal a continued restlessness among the nation’s collegiate youth over various issues, expressing their views with a vigor comparable to most periods in American history. The purpose of this work is to dispel the myths that today's activists are either apathetic or “radicals” determined on disrupting the “establishment.” It's also a guide to help higher education practitioners better understand the needs, rights, and responsibilities of campus activists. And, it will help readers understand the best paths to not only allowing student voice, but helping direct that voice toward peaceful and constructive expression. This is the 167th volume of the Jossey-Bass quarterly report series New Directions for Higher Education. Addressed to presidents, vice presidents, deans, and other higher education decision makers on all kinds of campuses, it provides timely information and authoritative advice about major issues and administrative problems confronting every institution.
"Radical Academia"? Understanding the Climates for Campus Activists: New Directions for Higher Education, Number 167 (J-B HE Single Issue Higher Education)
by Christopher J. Broadhurst Georgianna L. MartinTake an in-depth look at campus activism in the 21st century with this issue of New Directions for Higher Education. Campuses have always experienced an ebb and flow of activism, and the recent displays of student activism on American campuses show that protesters remain a vibrant subculture in American higher education. From rising tuition costs to the need to improve and welcome diversity, activists signal a continued restlessness among the nation’s collegiate youth over various issues, expressing their views with a vigor comparable to most periods in American history. The purpose of this work is to dispel the myths that today's activists are either apathetic or “radicals” determined on disrupting the “establishment.” It's also a guide to help higher education practitioners better understand the needs, rights, and responsibilities of campus activists. And, it will help readers understand the best paths to not only allowing student voice, but helping direct that voice toward peaceful and constructive expression. This is the 167th volume of the Jossey-Bass quarterly report series New Directions for Higher Education. Addressed to presidents, vice presidents, deans, and other higher education decision makers on all kinds of campuses, it provides timely information and authoritative advice about major issues and administrative problems confronting every institution.
Radical Candor: How to Get What You Want by Saying What You Mean
by Kim Scott'Reading Radical Candor will help you build, lead, and inspire teams to do the best work of their lives.' Sheryl Sandberg, author of Lean InIf you don't have anything nice to say then don't say anything at all . . . right?While this advice may work for home life, as Kim Scott has seen first hand, it is a disaster when adopted by managers in the work place. Scott earned her stripes as a highly successful manager at Google before moving to Apple where she developed a class on optimal management. Radical Candor draws directly on her experiences at these cutting edge companies to reveal a new approach to effective management that delivers huge success by inspiring teams to work better together by embracing fierce conversations.Radical Candor is the sweet spot between managers who are obnoxiously aggressive on the one side and ruinously empathetic on the other. It is about providing guidance, which involves a mix of praise as well as criticism – delivered to produce better results and help your employees develop their skills and increase success.Great bosses have a strong relationship with their employees, and Scott has identified three simple principles for building better relationships with your employees: make it personal, get stuff done, and understand why it matters.Radical Candor offers a guide to those bewildered or exhausted by management, written for bosses and those who manage bosses. Drawing on years of first-hand experience, and distilled clearly to give practical advice to the reader, Radical Candor shows you how to be successful while retaining your integrity and humanity. Radical Candor is the perfect handbook for those who are looking to find meaning in their job and create an environment where people love both their work and their colleagues, and are motivated to strive to ever greater success.
Radical Collaborations for Learning: School Librarians as Change Agents
by Violet H. Harada Sharon CoatneyLibrarians can be effective catalysts and vital connectors who facilitate successful partnerships that enrich students' lives—"radical collaborations" that have deep and far-reaching impact.Envisioning schools as learning organizations requires collaborating with the greater communities as an integral part of the school's dynamic. How can librarians be key players in realizing this concept of schools? This book addresses this essential question, as well as how librarians can serve as catalysts in reaching beyond the traditional school to form alliances and partnerships with a range of community organizations and agencies, and how these collaborations result in transformative learning experiences not only for the students but for the adults who work together as well.The authors provide examples of schools where librarians, library directors, and educators are joining together in these types of unique partnerships. Chapters are authored by library professionals, who describe what stimulates and motivates these partnerships and how they are collaboratively developed and sustained. This publication will be a catalyst that will inspire readers to grow similar alliances in their own schools and districts among public libraries, colleges, arts foundations, nonprofit cultural organizations, and STEM-related agencies.
Radical Collaborations for Learning: School Librarians as Change Agents
Librarians can be effective catalysts and vital connectors who facilitate successful partnerships that enrich students' lives—"radical collaborations" that have deep and far-reaching impact.Envisioning schools as learning organizations requires collaborating with the greater communities as an integral part of the school's dynamic. How can librarians be key players in realizing this concept of schools? This book addresses this essential question, as well as how librarians can serve as catalysts in reaching beyond the traditional school to form alliances and partnerships with a range of community organizations and agencies, and how these collaborations result in transformative learning experiences not only for the students but for the adults who work together as well.The authors provide examples of schools where librarians, library directors, and educators are joining together in these types of unique partnerships. Chapters are authored by library professionals, who describe what stimulates and motivates these partnerships and how they are collaboratively developed and sustained. This publication will be a catalyst that will inspire readers to grow similar alliances in their own schools and districts among public libraries, colleges, arts foundations, nonprofit cultural organizations, and STEM-related agencies.
Radical Collegiality through Student Voice: Educational Experience, Policy and Practice
by Roseanna Bourke Judith LoveridgeThis book celebrates the rights of the child, through including student voice in educational matters that affect them directly. It focuses on the experiences of children and young people and explores how our educational policies, practices and research endeavours enable educators to help young people tell their own stories. The respective chapters illustrate how listening to young people can help them attain new positions of power, even though doing so often creates discomfort and requires a radical change on the part of the adult establishment. Further, the book challenges researchers, teachers and practitioners to reconsider how students are involved in research and policy agendas, and to what extent radical collegiality can create fundamental and positive changes in the lives of these learners. In recent decades, greater attention has been paid across policy, practice and research discourses to involving children more meaningfully and actively in decisions about their participation in both formal and informal educational settings. The book’s goal is to illustrate how researchers have systematically involved students in the pursuit of a richer understanding of educational experiences, policy and practice through the eyes and ears of young people, and through their own cultural lens.
RADICAL CONSTRUCTIVISM: A Way Of Knowing And Learning
by Ernst von GlasersfeldFirst Published in 1995. Routledge is an imprint of Taylor & Francis, an informa company.
RADICAL CONSTRUCTIVISM
by Ernst von GlasersfeldFirst Published in 1995. Routledge is an imprint of Taylor & Francis, an informa company.
Radical Constructivism in Mathematics Education (Mathematics Education Library #7)
by Ernst Von GlasersfeldMathematics is the science of acts without things - and through this, of things one can define by acts. 1 Paul Valéry The essays collected in this volume form a mosaik of theory, research, and practice directed at the task of spreading mathematical knowledge. They address questions raised by the recurrent observation that, all too frequently, the present ways and means of teaching mathematics generate in the student a lasting aversion against numbers, rather than an understanding of the useful and sometimes enchanting things one can do with them. Parents, teachers, and researchers in the field of education are well aware of this dismal situation, but their views about what causes the wide-spread failure and what steps should be taken to correct it have so far not come anywhere near a practicable consensus. The authors of the chapters in this book have all had extensive experience in teaching as well as in educational research. They approach the problems they have isolated from their own individual perspectives. Yet, they share both an overall goal and a specific fundamental conviction that characterized the efforts about which they write here. The common goal is to find a better way to teach mathematics. The common conviction is that knowledge cannot simply be transferred ready-made from parent to child or from teacher to student but has to be actively built up by each learner in his or her own mind.
Radical Education and the Common School: A Democratic Alternative (Foundations and Futures of Education)
by Michael Fielding Peter MossWhat is education, what is it for and what are its fundamental values? How do we understand knowledge and learning? What is our image of the child and the school? How does the ever more pressing need to develop a more just, creative and sustainable democratic society affect our responses to these questions? Addressing these fundamental issues, Fielding and Moss contest the current mainstream dominated by markets and competition, instrumentality and standardisation, managerialism and technical practice. They argue instead for a radical education with democracy as a fundamental value, care as a central ethic, a person-centred education that is education in the broadest sense, and an image of a child rich in potential. Radical education, they say, should be practiced in the ‘common school’, a school for all children in its local catchment area, age-integrated, human scale, focused on depth of learning and based on team working. A school understood as a public space for all citizens, a collective workshop of many purposes and possibilities, and a person-centred learning community, working closely with other schools and with local authorities. The book concludes by examining how we might bring such transformation about. Written by two of the leading experts in the fields of early childhood and secondary education, the book covers a wide vista of education for children and young people. Vivid examples from different stages of education are used to explore the full meaning of radical democratic education and the common school and how they can work in practice. It connects rich thinking and experiences from the past and present to offer direction and hope for the future. It will be of interest and inspiration to all who care about education - teachers and students, academics and policy makers, parents and politicians.
Radical Education and the Common School: A Democratic Alternative (Foundations and Futures of Education)
by Michael Fielding Peter MossWhat is education, what is it for and what are its fundamental values? How do we understand knowledge and learning? What is our image of the child and the school? How does the ever more pressing need to develop a more just, creative and sustainable democratic society affect our responses to these questions? Addressing these fundamental issues, Fielding and Moss contest the current mainstream dominated by markets and competition, instrumentality and standardisation, managerialism and technical practice. They argue instead for a radical education with democracy as a fundamental value, care as a central ethic, a person-centred education that is education in the broadest sense, and an image of a child rich in potential. Radical education, they say, should be practiced in the ‘common school’, a school for all children in its local catchment area, age-integrated, human scale, focused on depth of learning and based on team working. A school understood as a public space for all citizens, a collective workshop of many purposes and possibilities, and a person-centred learning community, working closely with other schools and with local authorities. The book concludes by examining how we might bring such transformation about. Written by two of the leading experts in the fields of early childhood and secondary education, the book covers a wide vista of education for children and young people. Vivid examples from different stages of education are used to explore the full meaning of radical democratic education and the common school and how they can work in practice. It connects rich thinking and experiences from the past and present to offer direction and hope for the future. It will be of interest and inspiration to all who care about education - teachers and students, academics and policy makers, parents and politicians.