KaaVonia Hinton – författare

Known for her commitment to excellence in education, Sharon Draper was named National Teacher of the Year in 1997. In 1994 her first novel, Tears of a Tiger, was published, and since then she has written more than fifteen books for middle and high school readers. Tears of a Tiger received the John Steptoe Award for New Talent, and her novels Forged by Fire and Copper Sun have both won the Coretta Scott King Award. Most of her books have been featured on the American Library Association Best Books list, their Top Ten Quick Pick list, and IRA's Young Adult Choice list. In Sharon M. Draper: Embracing Literacy, author KaaVonia Hinton reveals how Draper became an exceptional teacher and writer, and how she uses her writing to urge young people to embrace literacy. Hinton also explores how Draper has made a lasting contribution to the field of young adult literature. This book-length study examines both her life and work and will benefit all students, teachers, and scholars in the field of young adult literature.

Teaching Black Speculative Fiction: Equity, Justice, and Antiracism edited by KaaVonia Hinton and Karen Michele Chandler offers innovative approaches to teaching Black speculative fiction (e.g., science fiction, fantasy, horror) in ways that will inspire middle and high school students to think, talk, and write about issues of equity, justice, and antiracism. The book highlights texts by seminal authors such as Octavia E. Butler and influential and emerging authors, including Nnedi Okorafor, Kacen Callender, B. B. Alston, Tomi Adeyemi, and Bethany C. Morrow.Each chapter in Teaching Black Speculative Fiction:introduces a Black speculative text and its author,describes how the text engages with issues of equity, justice, and/or antiracism,explains and describes how one theory or approach helps elucidate the key text’s concern with equity, justice, and/or antiracism, andoffers engaging teaching activities that encourage students to read the focal text; that facilitate exploration of the text and a theoretical lens or critical approach; and that guide students to consider ways to extend the focus on equity, justice, and/or antiracism to action in their own lives and communities.

Teaching Black Speculative Fiction: Equity, Justice, and Antiracism edited by KaaVonia Hinton and Karen Michele Chandler offers innovative approaches to teaching Black speculative fiction (e.g., science fiction, fantasy, horror) in ways that will inspire middle and high school students to think, talk, and write about issues of equity, justice, and antiracism. The book highlights texts by seminal authors such as Octavia E. Butler and influential and emerging authors, including Nnedi Okorafor, Kacen Callender, B. B. Alston, Tomi Adeyemi, and Bethany C. Morrow.Each chapter in Teaching Black Speculative Fiction:introduces a Black speculative text and its author,describes how the text engages with issues of equity, justice, and/or antiracism,explains and describes how one theory or approach helps elucidate the key text’s concern with equity, justice, and/or antiracism, andoffers engaging teaching activities that encourage students to read the focal text; that facilitate exploration of the text and a theoretical lens or critical approach; and that guide students to consider ways to extend the focus on equity, justice, and/or antiracism to action in their own lives and communities.

Reach students across all cultures with multicultural literature! Help all students learn to read, comprehend, and gain information literacy skills through multicultural literature. Use this book to provide hands-on instruction to help students connect, learn, and achieve Adequate Yearly Progress (AYP)! Sample standards-based, integrated lesson plans and curriculum units show teachers how to really integrate multicultural materials in their lessons to help all students achieve. This is an excellent resource for teachers and librarians who teach and motivate English Language Learners (ELL) and students from all cultures.

Two experts on education offer a rich and diverse selection of children's literature and teaching strategies for the K-8 mathematics classroom.Taking advantage of quality, motivating literature during mathematics instruction pays off, especially when teachers and media specialists work together to convey crucial mathematical concepts and standards. Mathematics in the K-8 Classroom and Library shows you how it’s done. After an introduction to the National Council of Teachers of Mathematics's (NCTM) Principles and Process Standards, each remaining chapter is devoted to an NCTM content standard. The book offers engaging, research-based strategies and booklists of specific titles that, together, can be used to increase student achievement. The strategies suggested here provide a hands-on, student-centered focus that allows students to make connections with prior learning, personal experiences, and good books. Both the recommended children's books and the activities will appeal even to reluctant readers and students for whom mathematics might be a challenge. Each chapter includes an extensive, annotated list of texts, dozens of hands-on activities, handouts, and writing prompts.Annotations for 200 children's books with math-related themes Research-based teaching strategies that are essential for the urban and diverse learnerDetailed journal prompts that encourage writing in the math classroom and libraryHandouts for engaging, hands-on math activitiesOnline resources for teaching mathA K-8 bibliography of literature suitable for teaching mathematical concepts

Educational Embodiments: Life Writing the Body focuses on life writing that centers body politics and embodiment in educational spaces. The aim of the book is to consider, examine, and voice the lived, fleshy, textured body as a site of politics, a site of embodied educative experiences, and a site of learning and teaching. Researchers and educators alike have long championed the disembodied researcher and teacher as the ideal collectors and vehicles for knowledge production and emphasized the intellect over the body in pedagogies, analyses, and fieldwork. We are always enfleshed in diverse ways in various locales, always changing, moving, becoming, aging, singing, aching, growing, becoming marred and scarred and stronger and bigger, and smaller again. We are embodied with others, interacting with other body-mind-souls that awaken interrelational proxemics and kinesthetic experiences. Educational Embodiments offers perspectives from which scholars, teachers, and students can draw to support their work. The 14 chapters in this collection attend to national, international, and local concerns, include varied theoretical and methodological approaches, and reflect a range of class, ethnic, and racial heritages. Chapters consider practical, theoretical, ethical, and educational issues. The authors include established and emerging scholars. The book sparks conversation, debate, and reflection and is a valuable resource that inspires scholarship about how embodied intersections shape the life-writing inquiry process.

Educational Embodiments: Life Writing the Body focuses on life writing that centers body politics and embodiment in educational spaces. The aim of the book is to consider, examine, and voice the lived, fleshy, textured body as a site of politics, a site of embodied educative experiences, and a site of learning and teaching. Researchers and educators alike have long championed the disembodied researcher and teacher as the ideal collectors and vehicles for knowledge production and emphasized the intellect over the body in pedagogies, analyses, and fieldwork. We are always enfleshed in diverse ways in various locales, always changing, moving, becoming, aging, singing, aching, growing, becoming marred and scarred and stronger and bigger, and smaller again. We are embodied with others, interacting with other body-mind-souls that awaken interrelational proxemics and kinesthetic experiences. Educational Embodiments offers perspectives from which scholars, teachers, and students can draw to support their work. The 14 chapters in this collection attend to national, international, and local concerns, include varied theoretical and methodological approaches, and reflect a range of class, ethnic, and racial heritages. Chapters consider practical, theoretical, ethical, and educational issues. The authors include established and emerging scholars. The book sparks conversation, debate, and reflection and is a valuable resource that inspires scholarship about how embodied intersections shape the life-writing inquiry process.

This collection presents life writing projects that explore or represent the racial dimensions of life writing research in diverse educational spaces using diverse methodologies and inquiry approaches. We believe this collection is long overdue. To quote Melva R. Grant and Signe E. Kastberg’s succinct phrasing (this volume) “racialized inquiry matters.” While some rich texts explore the racial aspects and anti-racist potential of social science research (Blee, 2018; Lopez & Parker, 2003; Sefa Dei & Johal, 2005; Twine & Warren, 2000), and include examples from educational contexts, there are no collections which focus on the intersections of life writing inquiry as educative projects that highlight racial dimensions of the work and lives under study. Drawing from Toni Morrison’s enduring wisdom, a visionary writer whose work has explored the racial dimensions of culture and lived experience, we centralize race in life writing in this collection rather than obscuring it or leaving it as a lurking, absent presence in the craft.Racial Dimensions of Life Writing Research offers a wealth of ideas and perspectives from which scholars, teachers, and students can draw to support their work. The 14 chapters in this collection attend to national, international, and local concerns, include varied theoretical and methodological approaches, and reflect a range of ethnic and racial heritages. Chapters consider practical, theoretical, ethical, and educational issues involved in projects concerning under-represented educational actors important for the terrain of life writing. The authors include established and emerging scholars— university researchers, directors, and professors, academic advisors, graduate and undergraduate students, activists, and former elementary and secondary school teachers. It is our hope that this volume will spark conversation, debate, and reflection and will be a valuable resource that inspires scholarship about how race and its intersections shape the life-writing inquiry process.