Anne Burke – författare

This book outlines the key findings from the ADVOST project and other international projects that examine how educational practitioners have utilised theoretical notions of voice and agency to enhance the social inclusion and wellbeing of children within their settings.

Bringing together findings from three project case studies that are each placed in a different national context, chapters explore theoretical principles of space, audience and influence to facilitate and enhance the voices of very young children. Focusing on diversity as an opportunity rather than a challenge, the book provides collaboratively written and regionally diverse chapters that ultimately contribute to a growing field on literature examining how young people might be included in culturally sensitive and responsive ways within education, recognising the diversity that young people, their families and communities bring to educational processes to provide an inclusive education for all.

Offering multiple perspectives and insights into our growing understanding of children’s voice and agency in diverse settings, this book will be of relevance to scholars, researchers and academics in the fields of primary education, multicultural education, early years and educational research, and child development studies.

This book outlines the key findings from the ADVOST project and other international projects that examine how educational practitioners have utilised theoretical notions of voice and agency to enhance the social inclusion and wellbeing of children within their settings.

Bringing together findings from three project case studies that are each placed in a different national context, chapters explore theoretical principles of space, audience and influence to facilitate and enhance the voices of very young children. Focusing on diversity as an opportunity rather than a challenge, the book provides collaboratively written and regionally diverse chapters that ultimately contribute to a growing field on literature examining how young people might be included in culturally sensitive and responsive ways within education, recognising the diversity that young people, their families and communities bring to educational processes to provide an inclusive education for all.

Offering multiple perspectives and insights into our growing understanding of children’s voice and agency in diverse settings, this book will be of relevance to scholars, researchers and academics in the fields of primary education, multicultural education, early years and educational research, and child development studies.

The Digital Principal shows educational leaders how to apply their leadership skills to the challenge of creating and supporting a technology-rich environment. From digital citizenship to connecting to the digital community to accessing digital and virtual worlds, this book establishes a framework for integrating technology into instruction and learning. It includes technology standards specific to educational administrators, a survey testing a school’s Technology Quotient (its readiness to embrace both the digital principle and the digital principal), tips for writing grants to improve a school’s technology resources, and ways to help teachers facilitate technology-based student learning.

Our youngest learners thrive when their learning environment is one that celebrates curiosity, exploration, and imagination. This comprehensive resource sets the stage for play-based learning that will help children build a strong literacy foundation as well as negotiate the choices they make in real life. Get your students off on the right foot with literacy learning that appeals and engages.

This book explores how teachers can re-examine their emotional investments in enacting dominant settler values through changing their text selection and teaching practices. Based on a longitudinal qualitative research study conducted by a national team of literacy scholars in collaboration with practicing literacy teachers at eight sites across Canada, the book investigates how groups of teachers, working collaboratively in inquiry groups, develop and implement curriculum to promote their own and their students’ understandings of social justice in postcolonial and settler spaces. In particular, the book highlights the rich and dynamic landscape of postcolonial authors, illustrators and texts, the development of culturally- sensitive curricula, and critical pedagogies possible in addressing contemporary and historical issues, both local and global.

This book is primarily of interest to literacy scholars, literacy instructors (teacher educators) in teacher education programs,educational leaders, practicing teachers from the K-12 spectrum, and school district staff and policy makers with responsibilities for or interests in the potential of literacy and literature engagement for social justice education. The book is also be of interest to postsecondary educators and teacher educators wishing to use literature in social justice, anti-racist, and anti-oppressive courses.

Chiara is an eighteen-year-old Italian woman who moves alone to South Africa in 1970, catapulted by love and circumstances into a foreign land five thousand miles away from home. In her brief initial stay in South Africa, she experiences a turmoil of emotional events, the inebriating happiness for having rejoined her boyfriend, now husband, the elation of true friendship, but also homesickness, hate, abuse, and finally mourning. All embedded in her own unforeseen yet hastened call for growth and maturity.