Linsay DeMartino – författare

As we begin to reset in the modern era, we recognize the unfulfilled promises of democratic, socially just, and transformative educational leadership and policy. Over 100 years of such theories subsist in education scholarship, and yet policies and practices continue to reflect hegemonic values of neoliberalism, individualism, narcissism, and white-middle-class superiority.Transformative Democracy in Educational Leadership and Policy critiques education policies and practices that failed to deliver on their transformative promises, and explores more rigorous, nuanced transformative approaches within the context of the 2020s and beyond. How do we harness this potential to stimulate such a transformation in education? How do we push against neoliberal hegemony in education policy and practice, recognizing that we are now at a tipping point for transformative action? The authors address these inquiries, as we look toward a future filled with possibility and promise.This book culminates with suggestions for critical policy and leadership practice; suggestions include leadership planning as activism, decolonizing education systems, and critical instructional leadership, such as critical curriculum adoptions and transformative professional development opportunities.

Curriculum and pedagogy are the heartbeat of our schools. They encompass what we do and do not teach–what content and approaches we either choose or are mandated to choose, or leave out or are mandated to leave out. Curriculum entails the overall educational experience of schooling, while pedagogy is the art and craft of teaching–or the translation of curriculum into student knowledge and growth. Hence, curriculum and pedagogy are sociocultural phenomena that impact and are impacted by context (e.g., students, community, colleagues, geography, etc.). Once upon a time, curriculum and pedagogy were the spaces in which educators could exercise creativity and exploration, reflecting the individual needs of their students and communities. However, as political structures shifted and the standards movement took hold in the late 20th century, freedoms around curriculum and pedagogy began to fade with increased oversight over and standardization of "best practices" with greater emphasis placed on performance and efficiency. Pedagogical practices were soon framed around producing results (test scores, graduation rates, measurable learning objectives derived from prescribed state standards), while curriculum became a prescribed structure formatted to reflect state standards with an eye toward test performance. Curriculum and pedagogy were further impeded by hegemonic forces calling for censorship of teaching and curriculum, such as the ban on Ethnic Studies in Tucson, Arizona, and continued attacks on Critical Race Theory nationwide. Further, curriculum became a tool for concealing and/or silencing the experiences and voices of our diverse students, educators, and communities. The results of these phenomena are teachers feeling uninspired and deprofessionalized and students feeling devalued and unheard–especially marginalized students. Since curriculum and pedagogy directly impact the experiences of teachers and students, they must be transformed. However, how do we do that within today's tenuous PreK-12 environment? How do we transform curriculum and pedagogy so that they reflect, liberate, and ensure justice for students and educators in preschools, elementary schools, middle schools, high schools and the content areas taught within them? Moving from Traditional to Transformative Curriculum and Pedagogy addresses these challenges by providing clear and direct guidance for current and aspiring educators committed to transforming the status quo in their classrooms and schools. Innovative and creative methodologies and practices that aspiring and practicing educators can use right away are the primary focus of this book. Because the editors and contributors are former or current PreK-12 practitioners and/or education scholars, this book is written for a broad educational audience. The editors and contributors provide preservice and practicing teachers entry points for transforming the educational landscape in favor of liberatory, transformative practices in PreK-12 schools across grade levels, content areas, school types, and geographic regions. Additionally, this book is ideal for teacher preparation programs as well as PreK-12 professional development, as this book guides readers through theoretical and empirical discussions, supported by hands-on applications that enable real-time application, and concludes with interactive features, like case studies, extension activities, and discussion prompts.

PreK-12 schools across the United States are adopting social and emotional learning (SEL) programs for both students and educators. However, most of these schools are adopting non-contextualized, trendy, and traditional SEL programs, in which students and educators are conditioned to apply certain knowledge and skills that speak to only a small subset of students rather than utilizing authentic, equity-driven SEL models. As such, SEL programming must be transformed and sustained to reflect new and shifting identities of both students and educators, like the expanding ability, cultural, gender, linguistic, race, religion, and socioeconomic formations and their intersections, as well as tensions within predominantly white institutions.Moving from Trendy Social-Emotional Learning to Transformative Social-Emotional Learning presents a diverse collection of chapters that discuss authentic and contextualized equity and justice models that are focused on the possibilities of transformative SEL programming..The book's primary focus is on innovative and creative methodologies and practices that aspiring and practicing educators can use right away. Because the editors and contributors are former or current PreK-12 practitioners and/or educational scholars, this book is written for a broad educational audience. Directed to both preservice and practicing teachers across PreK-12 grade levels, school types, and geographic regions looking to improve their practice, the text provides entry points for transforming the SEL landscape in favor of liberatory, justice-based, and equitable practices. Additionally, this book is ideal for teacher and administrator preparation programs, as well as PreK-12 professional development, because it guides readers through theoretical and empirical discussions, punctuated by hands-on applications that enable real-time application, and concludes with interactive features, including case studies, extension activities, and discussion prompts.Specific topics include enacting culturally-relevant SEL; addressing youth mental health through cultivating authentic belonging and mindfulness in classrooms; equitable SEL curricular and pedagogical practices; developing adult SEL; culturally-grounded identity development, ensuring safe environments for building identity and relationships; and SEL in teacher education and mentorship.Perfect for courses such as: Introduction to Educating For Equity And Social Justice; Introduction to Cultivating Culturally Responsive Classrooms; Foundations of Classroom Management; Introduction to Diversity, Equity, and Inclusion in Schools; Principles of Professional Collaboration In Education; Introduction To School Improvement, Introduction to Teacher Leadership And School Improvement; Introduction to Curriculum, Instruction, and Assessment; Principles of Building Classroom Communities; Principles of Teaching Diverse Learners; Principles of Youth Voices in Education