Rethinking Mathematics

Teaching Social Justice by the Numbers

Author: Eric Gutstein

Publisher: Rethinking Schools

ISBN: 0942961544

Category: Education

Page: 179

View: 1394

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A collection of more than thirty articles shows teachers how to weave social justice principles throughout the math curriculum, and how to integrate social justice math into other curricular areas as well.

Place- and Community-Based Education in Schools

Author: Gregory A. Smith,David Sobel

Publisher: Routledge

ISBN: 1134999917

Category: Education

Page: 184

View: 5957

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Place- and community-based education – an approach to teaching and learning that starts with the local – addresses two critical gaps in the experience of many children now growing up in the United States: contact with the natural world and contact with community. It offers a way to extend young people’s attention beyond the classroom to the world as it actually is, and to engage them in the process of devising solutions to the social and environmental problems they will confront as adults. This approach can increase students’ engagement with learning and enhance their academic achievement. Envisioned as a primer and guide for educators and members of the public interested in incorporating the local into schools in their own communities, this book explains the purpose and nature of place- and community-based education and provides multiple examples of its practice. The detailed descriptions of learning experiences set both within and beyond the classroom will help readers begin the process of advocating for or incorporating local content and experiences into their schools.

Mathematics Teaching, Learning, and Liberation in the Lives of Black Children

Author: Danny Bernard Martin

Publisher: Routledge

ISBN: 1135590958

Category: Education

Page: 376

View: 2846

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With issues of equity at the forefront of mathematics education research and policy, Mathematics Teaching, Learning, and Liberation in the Lives of Black Children fills the need for authoritative, rigorous scholarship that sheds light on the ways that young black learners experience mathematics in schools and their communities. This timely collection significantly extends the knowledge base on mathematics teaching, learning, participation, and policy for black children and it provides new framings of relevant issues that researchers can use in future work. More importantly, this book helps move the field beyond analyses that continue to focus on and normalize failure by giving primacy to the stories that black learners tell about themselves and to the voices of mathematics educators whose work has demonstrated a commitment to the success of these children.

Education in North America

Author: D. E. Mulcahy,D. G. Mulcahy,Roger Saul

Publisher: A&C Black

ISBN: 1472505158

Category: Education

Page: 336

View: 5519

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Education in North America is a concise and thorough reference guide to the main themes in American and Canadian education from their historical roots to the present time. The book brings a global awareness to the discussion of local issues in North American education and sheds light on the similar and different ways that Canada and the United States have moved in light of political and social changes. Scholarly contributions made by active researchers from the region provide an overview of each country's education system, the way in which it arose, and its current state of affairs.

Public Health and Social Justice

Author: Martin Donohoe

Publisher: John Wiley & Sons

ISBN: 1118236769

Category: Medical

Page: 656

View: 7706

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Praise for Public Health and Social Justice "This compilation unifies ostensibly distant corners of ourbroad discipline under the common pursuit of health as anachievable, non-negotiable human right. It goes beyond analysis toimpassioned suggestions for moving closer to the vision of healthequity." —Paul Farmer, MD, PhD, Kolokotrones UniversityProfessor and chair, Department of Global Health and SocialMedicine, Harvard Medical School; co-founder, Partners InHealth "This superb book is the best work yet concerning therelationships between public health and social justice." —Howard Waitzkin, MD, PhD, Distinguished ProfessorEmeritus, University of New Mexico "This book gives public health professionals, researchers andadvocates the essential knowledge they need to capture the energythat social justice brings to our enterprise." —Nicholas Freudenberg, DrPH, Distinguished Professor ofPublic Health, the City University of New York School of PublicHealth at Hunter College "The breadth of topics selected provides a strong overview ofsocial justice in medicine and public health for readers new to thetopic." —William Wiist, DHSc, MPH, MS, senior scientist andhead, Office of Health and Society Studies, InterdisciplinaryHealth Policy Institute, Northern Arizona University "This book is a tremendous contribution to the literature ofsocial justice and public health." —Catherine Thomasson, MD, executive director,Physicians for Social Responsibility "This book will serve as an essential reference for students,teachers and practitioners in the health and human services who arecommitted to social responsibility." —Shafik Dharamsi, PhD, faculty of medicine, Universityof British Columbia

Curriculum Theory

Conflicting Visions and Enduring Concerns

Author: Michael Schiro

Publisher: Sage Publications, Incorporated


Category: Education

Page: 237

View: 3530

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"Schiro (Boston College) has written a text that examines curriculum theory for experience and pre-service educators with the purpose of understanding educational philosohpies or ideologies that they are likely to encounter in their teaching." -H.B. Arnold, CHOICE "The book provides readers with a clear, sympathetic and unbiased understanding of the four conflicting visions of curriculum that will enable them to more productively interact with educators who might hold different beliefs. The book stimulates readers to better understand their own beliefs and also to provide them with an understanding of alternate ways of thinking about the fundamental goals of education" -SIRREADALOT.ORG "A much needed, insightful view of alternative curriculum orientations. This is an exceptionally written book that will be useful to teachers, curriculum workers, and school administrators." -Marc Mahlios, University of Kansas "Curriculum Theory: Conflicting Visions and Enduring Concerns is a thought provoking text that invites self-analysis." -Lars J. Helgeson, University of North Dakota Curriculum Theory: Conflicting Visions and Enduring Concerns presents a clear, unbiased, and rigorous description of the major curriculum philosophies that have influenced educators and schooling over the last century. Author Michael Stephen Schiro analyzes four educational visions-Scholar Academic, Social Efficiency, Learner Centered, and Social Reconstruction-to enable readers to reflect on their own educational beliefs and allow them to more productively interact with educators who might hold different beliefs. Key Features Provides a historical perspective on the origins of curriculum ideologies: The book places our current educational debates and issues in a historical context of enduring concerns. Offers a model of how educational movements can be critically analyzed: Using a post-structuralist perspective, this model enables readers to more effectively contribute to the public debate about educational issues. Pays careful attention to the way language is used by educators to give meaning to frequently unspoken assumptions: The text's examination helps readers better understand curricular disagreements that occur in schools. Highlights the complexities of curriculum work in a social context: With an understanding of the ideological pressures exerted on them by society and colleagues, readers can put these pressures in perspective and maintain their own values, beliefs, and practices. Intended Audience This book is designed as a supplemental text for advanced undergraduate and graduate courses such as Curriculum Theory, Introduction to Curriculum and Instruction, Curriculum Philosophy, and Curriculum Theory and Practice in the department of education. Talk to the author! [email protected] To visit the author's web site, please visit:

Reading and Writing the World with Mathematics

Toward a Pedagogy for Social Justice

Author: Eric Gutstein

Publisher: Routledge

ISBN: 1136284656

Category: Education

Page: 272

View: 1872

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Mathematics education in the United States can reproduce social inequalities whether schools use either "basic-skills" curricula to prepare mainly low-income students of color for low-skilled service jobs or "standards-based" curricula to ready students for knowledge-intensive positions. And working for fundamental social change and rectifying injustice are rarely included in any mathematics curriculum. Reading and Writing the World with Mathematics argues that mathematics education should prepare students to investigate and critique injustice, and to challenge, in words and actions, oppressive structures and acts. Based on teacher-research, the book provides a theoretical framework and practical examples for how mathematics educators can connect schooling to a larger sociopolitical context and concretely teach mathematics for social justice.

Reinventing critical pedagogy

Author: César Augusto Rossatto,Ricky Lee Allen,Marc Pruyn

Publisher: Rowman & Littlefield Pub Inc

ISBN: 9780742538870

Category: Education

Page: 258

View: 3736

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Presents a collection of papers that focus on race and ethnicity in critical pedagogy, theoretical premises and concepts, and empirical studies.

Teaching to change the world

Author: Jeannie Oakes,Martin Lipton

Publisher: McGraw-Hill Humanities/Social Sciences/Languages

ISBN: 9780072982008

Category: Education

Page: 576

View: 4592

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Presents a cross-disciplinary forum for the discussion of broad policy issues in education and encourages academic rigor and social justice among students to help ensure a hopeful future.

Rethinking Early Childhood Education

Author: Ann Pelo

Publisher: Rethinking Schools Limited

ISBN: 9780942961416

Category: Education

Page: 235

View: 7071

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Rethinking Early Childhood Education is alive with the conviction that teaching young children involves values and vision. This anthology collects inspiring stories about social justice teaching with young children. Included is outstanding writing from childcare teachers, early-grade public school teachers, scholars, and parents. Early childhood is when we develop our core dispositions--the habits of thinking that shape how we live. This book shows how educators can nurture empathy, ecological consciousness, curiosity, collaboration, and activism in young children. It invites readers to rethink early childhood education, reminding them that it is inseparable from social justice and ecological education. An outstanding resource for childcare providers, early-grade teachers, and teacher education and staff development programs. Winner of a 2009 Skipping Stones Honor Award.

Rethinking Our Classrooms

Teaching for Equity and Justice

Author: Wayne Au,Bill Bigelow,Stan Karp

Publisher: Rethinking Schools Ltd

ISBN: 9780942961355

Category: Education

Page: 235

View: 2339

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The original edition of Rethinking Our Classrooms, published in 1994, sold more than 175,000 copies and has been used by teachers and teacher educators throughout the United States and the world. This new edition contains some of the best classroom writing we've published over the past five years, along with the most popular articles from the original edition, completely updated resource sections, and a new "Beyond the Classroom" chapter. There are new essays on science and environmental education, immigration and language, military recruitment, early childhood education, teaching about the world through mathematics, and gay and lesbian issues. Nowhere is the connection between critical teaching and effective classroom practice clearer or more accessible. A great resource for new and veteran K-12 teachers, as well as teacher education and staff development programs.

Embracing Mathematics

On Becoming a Teacher and Changing with Mathematics

Author: Peter Appelbaum,with David Scott Allen

Publisher: Routledge

ISBN: 1135892237

Category: Education

Page: 368

View: 5303

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This alternative textbook for courses on teaching mathematics asks teachers and prospective teachers to reflect on their relationships with mathematics and how these relationships influence their teaching and the experiences of their students. Applicable to all levels of schooling, the book covers basic topics such as planning and assessment, classroom management, and organization of classroom experiences; it also introduces some novel approaches to teaching mathematics, such as psychoanalytic perspectives and post-modern conceptions of curriculum. Traditional methods-of-teaching issues are recast in a new discourse, provoking new ideas for making mathematics education meaningful to teachers as well as their students. Co-authored by a professor and coordinator of mathematics education programs, with illustrative contributions from practicing elementary, middle, and high school mathematics teachers, this book is a unique collaboration across all pre-college grades, making it ideal for teacher discussion groups at any level. Embracing Mathematics: integrates pedagogy and content exploration in ways that are unique in mathematics education features textboxes with reflection questions and suggested explorations that can be easily utilized as homework for a course or as discussion opportunities for teacher reading groups offers examples of teachers’ action research projects that grew out of their interactions with the main chapters in the book is not narrowly limited to mathematics education but incorporates curriculum studies – an invaluable asset that allows instructors to find more ways to engage students in self-reflexive acts of teaching Embracing Mathematics is intended as a method text for undergraduate and master’s-level mathematics education courses and more specialized graduate courses on mathematics education, and as a resource for teacher discussion groups.

Teaching for "social justice"?

exploring the meanings, implication, and promise of education's latest catchphrase

Author: Connie E. North

Publisher: N.A



Page: 427

View: 7417

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At the dawning of the twenty-first century, the term 'social justice' pervades educational publications, programs, and curricular materials. Rarely, however, is the substantive meaning of this label made explicit or publicly debated outside of the university setting. This qualitative case study examines the process of four K-12 educators and a dissertator discussing, studying, and acting on the potential power of 'social justice.' The four educators had varied life histories and social group affiliations and worked in different kinds of schools in a single county.

Multicultural Education

The Magazine of the National Association for Multicultural Education

Author: N.A

Publisher: N.A


Category: Multicultural education

Page: N.A

View: 2492

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Educating the "right" Way

Markets, Standards, God, and Inequality

Author: Michael W. Apple

Publisher: N.A


Category: Education

Page: 347

View: 7289

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Presents a critical analysis of the increasing power of conservative movements in educational policy, examining how these movements have affected the practices, ideologies, structures, and assumptions of education.

Teaching Strategies for Ethnic Studies

Author: James A. Banks

Publisher: Allyn & Bacon

ISBN: 9780205594276

Category: Education

Page: 522

View: 7979

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Written by the leading authority in the field, the Eighth Edition of this classic text has been rewritten and updated to reflect current and emerging theory, research, and scholarship in the fields of ethnic studies and multicultural education. Divided into five parts, Teaching Strategies for Ethnic Studies emphasizes that the main goal of the multicultural curriculum should be to help students develop the ability to make reflective decisions so that they can, through thoughtful action, influence their personal, social, and civic worlds and help make them more democratic and just.