Educators on Diversity, Social Justice, and Schooling: A Reader

ISBN-13: 9781773380490 / Angielski

Sonya E. Singer;Mary Jane Harkins

Opis

In their new critical reader, editors Mary Jane Harkins and Sonya E. Singer argue that `sorting' ourselves into identity categories results in sexism, racism, heterosexism, homophobia, classism, ableism, and other `isms'. This book's 19 innovative chapters invite educators, teachers and education students to reflect on schooling practices as a contextualized social process, which requires having and retaining at the forefront of thinking, the intricate inter-weavings of the systemic and cultural impact of race, gender, class, sexuality and ability on the everyday lives of students.

Spis treści

• Preface
• Section I: Diversity
• Chapter 1: The Concept of Race
• Didi Khayatt
• Chapter 2: Impoverished Pedagogy: A Critical Examination of Assumptions about Poverty, Teaching, and Cultural and Linguistic Diversity
• Luigi Iannacci
• Chapter 3: Diversity, Adversity, and Determination: Making a Difference for African Nova Scotian Students
• Wendy Mackey
• Chapter 4: Shades of Grey: In between Assimilating, Interjecting, and Re-Inventing CRRP: Exploring a Teacher Education Initiative
• Manu Sharma
• Chapter 5: Not “Just,” but Just: A Conversation on Diversity, Social Justice, and Culturally Responsive Teaching
• Carmen Rodriguez de France and Sarah Winona Waldron
• Chapter 6: The Gospel of Diversity: Performing Diversity to Create the Appearance of Institutional Change
• Ann V. Dean
• Section II: Social Justice
• Chapter 7: Colonialism: The Gift that Keeps on Giving
• Gowri Parameswaran
• Chapter 8: Towards an Understanding of Inclusion through the Playbuilding of “Beyond the Masks”
• Joe Norris, Sohyun An, Corrie L. Davis, Jillian Ford, Paula Guerra, Leena Her, Brad McDonald, Patricia Alvarez McHatton, and Scott Ritchie
• Chapter 9: Teacher Stories of Teaching for Social Justice in a Marginalized Community
• Sarah Elizabeth Barrett and Carl E. James
• Chapter 10: Discourse Analysis: Investigating Canada’s Child Advocates as Catalysts for Change
• Daniella Bendo
• Chapter 11: Navigating Neoliberalism: Challenges Faced by Social Justice Educators
• Stephanie Tuters, John P. Portelli, and Angela MacDonald-Vemic
• Chapter 12: Digital Natives, Social Justice, and Interrupting Schools as Modernist Project Identity Sorting Sites
• Susan Beierling and W. James Paul
• Section III: Schooling
• Chapter 13: Hoopoe and Young Eagle: Conversations from the Forest
• Adrian Downey and Gonen Sagy
• Chapter 14: Creating Dialogue and Unschooling Education
• Kathy Sanford, Bruno Jayme de Oliveria, and David Monk
• Chapter 15: Integrating an Ethic of Social Responsibility and Mindfulness with Critical Pedagogy in Teaching for Social Justice: Preparing Teacher Candidates to Respond to Diversity in Schools
• Yvette Daniel and John Antoniw
• Chapter 16: Inclusive and Accessible Physical Education for Diverse Populations
• Wendy Barber, Lorayne Robertson, and Bill Walters
• Chapter 17: Being Somebody: Inclusive Post-Secondary Education Programs within a Disability Studies Framework
• M. Lynn Aylward and Cynthia Bruce
• Chapter 18: Relational Classroom Management: Lessons Learned from Teachers in Indigenous Communities
• Patricia Danyluk
• Chapter 19: “All these books were kinda teaching us lessons”: Anti-Oppressive Children’s Literature in the Elementary School Classroom
• Kate Paterson
• Contributor Biographies