Race Identity And Representation In Education Download Ebook PDF Epub Online

Author : Warren Crichlow
Publisher : Routledge
Release : 2013-05-13
Page : 528
Category : Education
ISBN 13 : 1136764488
Description :


This stunning new edition retains the book's broad aims, intended audience, and multidisciplinary approach. New chapters take into account the more current backdrop of globalization, particularly events such as 9/11, and attendant developments that make a reconsideration of race relations in education quite urgent.


Author : Warren Crichlow
Publisher : Routledge
Release : 2013-05-13
Page : 528
Category : Education
ISBN 13 : 113676447X
Description :


This stunning new edition retains the book's broad aims, intended audience, and multidisciplinary approach. New chapters take into account the more current backdrop of globalization, particularly events such as 9/11, and attendant developments that make a reconsideration of race relations in education quite urgent.


Author : Louis Anthony Castenell
William Pinar
Publisher : SUNY Press
Release : 1993-01-01
Page : 312
Category : Education
ISBN 13 : 9780791416617
Description :


This book examines issues of identity and difference, both theoretically and as represented in curriculum materials. Here debates over the cultural character of the curriculum are characterized as debates over the American national identity. The editors argue that historically, cultural conservatives have failed to appreciate that the United States is, in a fundamental and central way, an African and African-American place. European Americans are, in a cultural sense, also black, and the failure to teach sequestered suburban (usually Caucasian) students about their (cultural) African and African-American heritage perpetuates their delusion regarding their deeper identities. A curriculum which reflects the non-synchronous identity of Americans is sketched in the last section. Such a curriculum involves not only the inclusion of African and African-American content, but interracial intellectual marriage as well. Contributors to this book include Peter Taubman, Susan Edgerton, Beverly Gordon, Alma Young, Wendy Luttrell, Cameron McCarthy, Patricia Collins, Roger Collins, Brenda Hatfield, Marianne H. Whatley, and Joe L. Kincheloe.


Author :
Publisher :
Release : 2005
Page : 498
Category : Curriculum change
ISBN 13 :
Description :



Author : Kevin K. Kumashiro
Publisher : Rowman & Littlefield
Release : 2001
Page : 226
Category : Education
ISBN 13 : 9780742501904
Description :


In recent years, researchers have considerably expanded our understanding of the experiences of students of color and of students who are gay, lesbian, bisexual, transgendered, and questioning (ie. Queer). They have provided us with rich resources for addressing racism and heterosexism; however, few have examined the unique experiences of students who are both queer and of color, and few have examined the heterosexist or white-centered nature of anti-racist or anti-heterosexist education (respectively). What of the students and educators who live and teach at the intersection of race and sexuality? By combining autobiographical accounts with qualitative and quantitative research on queer students of different racial backgrounds, these essays not only trouble the ways we think about the intersections of race and sexuality, they also offer theoretical insights and educational strategies to educators committed to bringing about change.


Author : Luann M. Duesterberg
Publisher :
Release : 1995
Page : 594
Category :
ISBN 13 :
Description :



Author : Cynthia Hudley
Adele E. Gottfried
Publisher : Oxford University Press
Release : 2008-07-30
Page : 336
Category : Psychology
ISBN 13 : 9780199716753
Description :


Decades of research indicate the important connections among academic motivation and achievement, social relationships, and school culture. However, much of this research has been conducted in homogenous American schools serving middle class, average achieving, Anglo-student populations. This edited volume will argue that school culture is a reflection of the society in which the school is embedded and comprises various aspects, including individualism, competition, cultural stereotypes, and extrinsically guided values and rewards. They address three specific conceptual questions: How do differences in academic motivation for diverse groups of students change over time? How do students' social cognitions influence their motivational processes and outcomes in school? And what has been done to enhance academic motivation? To answer this last question, the contributors describe empirically validated intervention programs for improving academic motivation in students from elementary school through college.


Author : Cynthia Levine-Rasky
Publisher : SUNY Press
Release : 2002-04-11
Page : 363
Category : Social Science
ISBN 13 : 9780791453391
Description :


Embraces the leading edge in critical race theory.


Author :
Publisher : BRILL
Release : 2020-12-07
Page : 778
Category : Education
ISBN 13 : 9004444831
Description :


The Encyclopedia of Critical Whiteness Studies in Education offers readers a broad summary of the multifaceted and interdisciplinary field of critical whiteness studies, the study of white racial identities in the context of white supremacy, in education.


Author : Pepi Leistyna
Publisher : Routledge
Release : 2019-05-20
Page : 276
Category : Education
ISBN 13 : 0429977670
Description :


Taking up the ever-shifting cultural and political landscape in the United States, Presence of Mind addresses how power manifests itself within and across different social and educational terrain, covering a number of contemporary topics and polemics that are central to teaching educational theory and practice. Pepi Leistyna argues that it is imper


Author : Dr Sarah Swann
Publisher : Ashgate Publishing, Ltd.
Release : 2014-01-28
Page : 310
Category : Social Science
ISBN 13 : 1472401042
Description :


Sarah Swann provides a fresh approach to examining the long-standing debates over disaffection, and in particular social class differences in educational achievement, through a mixed methods methodology and the showcasing of new research. By observing pupils as they engage with peers and teachers in school, Swann allows disaffection to be seen and heard in ‘real’ events which constructs disaffection differently from objective statistical evidence on school exclusions. Rather than a homogenous identity, this book illustrates disaffection as layered and resting on a series of issues located on the crossroads between the cultural context of the neighbourhood and the public sphere of the school. It plots in a detailed way how these structures interact and mesh to create disaffected identities. Disaffection does not emerge in a vacuum, or without a cause. Pupils arrive at school with a wide variety of experiences and it is from these that they interpret, understand and act out their identities. Whilst the study in part seeks to describe and understand the social world of the school in terms of the pupils’ interpretations of the situation, it analytically frames the perceptions of pupils within a wider social context. In particular it focuses on the relationships between schooling and the wider macro structures and social relations that underpin disaffection. This approach makes the research both critical and interpretative and also able to shed new light on educational policy across England based on an understanding of the role of disaffection.


Author : Marvin Lynn
Adrienne D. Dixson
Publisher : Routledge
Release : 2013-09-02
Page : 384
Category : Education
ISBN 13 : 1136581405
Description :


This handbook illustrates how education scholars employ Critical Race Theory (CRT) as a framework to bring attention to issues of race and racism in education. It is the first authoritative reference work to provide a truly comprehensive description and analysis of the topic, from the defining conceptual principles of CRT in the Law that gave shape to its radical underpinnings to the political and social implications of the field today. It is divided into three sections, covering innovations in educational research, policy and practice in both schools and in higher education, and the increasing interdisciplinary nature of critical race research. With 28 newly commissioned pieces written by the most renowned scholars in the field, this handbook provides the definitive statement on the state of critical race theory in education and on its possibilities for the future.


Author : Lynn D. Bailey
Publisher :
Release : 2014
Page : 126
Category : African Americans
ISBN 13 :
Description :


The purpose of this study is to better understand how students see themselves reflected in their education, and what impact a culturally relevant lesson, involving making art and discussing social issues, has on making connections to the world around them. I am a white, female art teacher in an urban public high school in Chicago, where I have worked for eight years. My mixed gender classes consist of an average of 31 students each, 99.4% of whom are African-American and range in age from 15-18; all of these students are involved in this study. This main question guides the research: What occurs in an urban high school classroom when students discuss, question and otherwise grapple with the complexity of self-defining cultural relevance? In this project I introduce to my students a group of eight contemporary black artists, ranging from community members to artists from England and South Africa, through the theme of, "Portraits, Personas, and Representations of the Self." I was curious about how learning about these artists would be meaningful to the students in my classes. Will the students locate shared experiences and histories with the artists and with each other? In what ways will this project connect art curriculum to student interests and definitions of culture? Will it result in any change to their understanding and appreciation of art? I used an action research methodology to conduct the inquiry in my own classroom. I collected data via pre-surveys, written reflections and assessments, observations, and conversations with students. I provided students with handouts to record information and ideas about the artists we discussed. They also completed a painting using elements from the artists introduced in the unit. Data from these written sources helped guide the discussions we had about the artists in the classroom and assisted students in developing a sketch of their own portrait. My findings indicate that students drew connections between themselves, their communities, and related characteristics of the artists' work, as they explained in their self-assessments and as it was reflected in their paintings. My research contributes to the field of art education in the development of curriculum that reflects the students they teach, not only through race or ethnicity, but also takes into consideration their interests and self-determined understandings of culture. Through this research I further understand the importance of providing students with meaningful art education that is grounded in their lives


Author : Rebecca Rogers
Publisher : Routledge
Release : 2004-02-26
Page : 296
Category : Education
ISBN 13 : 113561699X
Description :


First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.


Author : Melissa Weiner
Publisher : Rutgers University Press
Release : 2010-06-11
Page : 270
Category : Social Science
ISBN 13 : 0813549809
Description :


Accounts of Jewish immigrants usually describe the role of education in helping youngsters earn a higher social position than their parents. Melissa F. Weiner argues that New York City schools did not serve as pathways to mobility for Jewish or African American students. Instead, at different points in the city's history, politicians and administrators erected similar racial barriers to social advancement by marginalizing and denying resources that other students enjoyed. Power, Protest, and the Public Schools explores how activists, particularly parents and children, responded to inequality; the short-term effects of their involvement; and the long-term benefits that would spearhead future activism. Weiner concludes by considering how today's Hispanic and Arab children face similar inequalities within public schools.


Author : Joe L. Kincheloe
Publisher : Greenwood Publishing Group
Release : 2006
Page : 623
Category : Education, Urban
ISBN 13 : 9780313335112
Description :


Maintaining that there is nothing simple about urban education, this work approaches the study of schooling in cities as a complex universe of the poorest students and schools alongside the wealthiest.


Author : Karen B. McLean Donaldson
Publisher : Greenwood Publishing Group
Release : 2001
Page : 184
Category : Education
ISBN 13 : 9780897897778
Description :


Discusses how teachers think about race and what strategies work to develop their thinking and ability to implement antiracist teaching.


Author : William Ayers
Therese M. Quinn
Publisher : Routledge
Release : 2009-06-02
Page : 774
Category : Education
ISBN 13 : 1135596131
Description :


The Handbook of Social Justice in Education, a comprehensive and up-to-date review of the field, addresses, from multiple perspectives, education theory, research, and practice in historical and ideological context, with an emphasis on social movements for justice. Each of the nine sections explores a primary theme of social justice and education: Historical and Theoretical Perspectives International Perspectives on Social Justice in Education Race and Ethnicity, Language and Identity: Seeking Social Justice in Education Gender, Sexuality and Social Justice in Education Bodies, Disability and the Fight for Social Justice in Education Youth and Social Justice in Education Globalization: Local and World Issues in Education The Politics of Social Justice Meets Practice: Teacher Education and School Change Classrooms, Pedagogy, and Practicing Justice. Timely and essential, this is a must-have volume for researchers, professionals, and students across the fields of educational foundations, multicultural/diversity education, educational policy, and curriculum and instruction.


Author : Professor Ellis Cashmore
Ellis Cashmore
Publisher : Routledge
Release : 2002-09-11
Page : 432
Category : Social Science
ISBN 13 : 1134773889
Description :


Ethnicity and racial relations are almost universally seen as a prime motivating force behind social conflict and change. Often volatile and complex, racial interaction resonates through all aspects of contemporary society. Social issues which appear to have little connection to race often become entagled with ethnic friction to create far more complex problems. Race is often used by individuals and political organizations to further their own objectives. Since the 1994 publication of the third edition of this acclaimed reference book there have been enormous changes in the area of race and ethnic relations throughout the world. The Dictionary of Race and Ethnic Relations deals with these changes through in-depth articles which both define and analyze the terms. For this edition, there has been a total revision of existing entries and many new entries that take account of developments in society and intellectual trends. Features include: * Fully updated lists of further reading and cross-references. * New entries include: Black feminism, Causes celebres, Environmental racism, Hybridity, Postcolonialism * Invaluable teaching and reference tool for students at all levels


Author : Bronwyn Williams
Amy Zenger
Publisher : Routledge
Release : 2007-11-13
Page : 200
Category : Education
ISBN 13 : 1134235798
Description :


Movies are filled with scenes of people of all ages, sexes, races, and social classes reading and writing in widely varied contexts and purposes. Yet these scenes go largely unnoticed, despite the fact that these images recreate and reinforce pervasive concepts and perceptions of literacy. This book addresses how everyday literacy practices are represented in popular culture, specifically in mainstream, widely-distributed contemporary movies. If we watch films carefully for who reads and writes, in what settings, and for what social goals, we can see a reflection of the dominant functions and perceptions that shape our conceptions of literacy in our culture. Such perceptions influence public and political debates about literacy instruction, teachers' expectations of what will happen in their classrooms, and student's ideas about what reading and writing should be.