Information Age Publishing – serie

Filipino Americans have a long and rich history with and within the United States, and they are currently the second largest Asian group in the country. However, very little is known about how their historical and contemporary relationship with America may shape their psychological experiences. The most insidious psychological consequence of their historical and contemporary experiences is colonial mentality or internalized oppression. Some common manifestations of this phenomenon are described below: Skin-whitening products are used often by Filipinos in the Philippines to make their skins lighter. Skin whitening clinics and businesses are popular in the Philippines as well. The "beautiful" people such as actors and other celebrities endorse these skin-whitening procedures. Children are told to stay away from the sun so they do not get "too dark." Many Filipinos also regard anything "imported" to be more special than anything "local" or made in the Philippines. In the United States, many Filipino Americans make fun of "fresh-off-the-boats" (FOBs) or those who speak English with Filipino accents. Many Filipino Americans try to dilute their "Filipino-ness" by saying that they are mixed with some other races. Also, many Filipino Americans regard Filipinos in the Philippines, and pretty much everything about the Philippines, to be of "lower class" and those of the "third world.The historical and contemporary reasons for why Filipino / Americans display these attitudes, beliefs, and behaviors - often referred to as colonial mentality - are explored in Brown Skin, White Minds. This book is a peer-reviewed publication that integrates knowledge from multiple scholarly and scientific disciplines to identify the past and current catalysts for such self-denigrating attitudes and behaviors. It takes the reader from indigenous Tao culture, Spanish and American colonialism, colonial mentality or internalized oppression along with its implications on Kapwa, identity, and mental health, to decolonization in the clinical, community, and research settings. This book is intended for the entire community - teachers, researchers, students, and service providers interested in or who are working with Filipinos and Filipino Americans, or those who are interested in the psychological consequences of colonialism and oppression. This book may serve as a tool for remembering the past and as a tool for awakening to address the present.

School districts are experiencing increasing economic, racial, ethnic, linguistic, gender and sexuality, cultural diversity across the United States and globally. With increasing diversity and persistent social inequities widening (National Center for Educational Statistics, 2019; U.S. Census Data, 2018), educational leaders face immense challenges and must actively work to build an equitable, healthy school climate. Educational leaders are critical for ensuring positive student outcomes and success, but often report feeling inadequately prepared for current challenges (Coalition for Teacher Equality, 2016; Jordan, 2012; Miller, 2013; Mitani, 2018; Papa, 2007). Unfortunately, growing challenges are contributing to high school administrator turnover rates and shortages (Gates et al., 2006; Jacob et al., 2015; Mordechay & Orfield, 2017) as well as perpetuating social inequities among preK-12 students instead of dismantling them (Beckett, 2018; Fuller, 2012; Manna, 2015; Rangel, 2018; Shankar-Brown, 2015). A research study by the National Association of Secondary School Principals (NASSP) and the Learning Policy Institute (LPI) reveals that public schools with higher percentages of low-income students and students of color are more likely to experience administrative and teacher turnover, which compounds equity issues affecting already vulnerable students (Levin and Bradley, 2019).This book provides educational leaders with a deeper understanding of equity-focused and inclusive leadership practices, while offering intersectional views on social inequalities and stark reminders of the work still ahead. Connecting theory to practice, this book offers needed encouragement and inspiration to both in-service and practicing educational leaders. Rooted in social justice and weaving together diverse voices, this edited volume systematically examines equity-focused PreK-12 and higher education leadership practices. Shankar-Brown (Ed.) calls on educational leaders to collectively rise and mindfully work together to bend the arc toward justice.

Making School with Children: Engaging Learners to Think Critically envisions a hopeful future where communities unite to support one another and create a better world. Inspired by Comber's (2016) reminder that young people should learn to work for justice from the outset of schooling, this book showcases a whole-school response. Readers will explore stories from K-6 classrooms, where students and teachers collaborated across grade levels to build critical literacy through civic-minded social action projects, driven by the children's inquiry questions, interests, and passions. Making School with Children reflects Vasquez's (1994, 2014) belief that learners thrive when their education is relevant to their lives. By centering children's experiences, the book aims to foster what Routman (2023) describes as a "joyful culture of trusting relationships, respect, and celebration of learners' strengths." This approach not only enhances curriculum but also nurtures a dynamic relationship with the world, promoting change, progress, and the creation of new ideas. The book is divided into two sections. The first section, comprising seven chapters, details the work done in each grade from kindergarten to sixth grade to negotiate civic-minded literacy learning that transcends mandated curricula. It concludes with lessons learned and their implications for other educational settings. The second section offers a collection of resources, including recommended children's books, teacher resources, teaching tips, and lesson plans, to support similar work in the readers' own settings.

In the era of a constantly changing tourism and hospitality landscape, Digital Transformation in Tourism and Hospitality: Sustainable Management Strategies for Long-Term Excellence serves as a comprehensive guide on how to lead, innovate, and sustain forward-thinking approaches within the industry. Catering to leaders, entrepreneurs, and academics, it distils ground-breaking ideas about the impact of digital innovations and how sustainability-centric practices are shaping the future of travel. Explore how emerging technologies—such as artificial intelligence, data analytics, and digital marketing—can be leveraged to create seamless, immersive guest experiences while addressing critical environmental and social challenges. Digital Transformation in Tourism and Hospitality is a roadmap to future-proof leadership, filled with case studies, expert insights, and actionable frameworks. From implementing green technology to optimizing digital operations, each chapter provides a deeper understanding of how to achieve sustainable success in an industry where environmental and social responsibility are essential for differentiation and resilience. Whether you are a tourism professional, business strategist, or academic, this book equips you to drive responsible growth and achieve long-term excellence in a digitally driven world.

STEM and the City (second edition) is a book that takes the topics of the first edition and brings them into a post-Covid educational world. Urban public schools are under attack, and the American culture wars are re-emerging and finding their way back into public school curriculum. The authors remain true to their original premise: that American public schools are the greatest vehicle for democracy we have, and because of that they are struggling to re-invent themselves in an America where some are trying to shut them down. Drs. Berube and McKinney discuss STEM schooling during Covid lockdown, the effects it has had on urban science and math students, and schooling post-Covid as schools opened back up to face students traumatized by the experience.The culture wars rage on in classrooms, governors’ mansions, school board meetings, and content "experts" who dictate which books to ban from school library shelves. There is hope, however, and the authors use their experience in the classroom, both at the middle school and college level, to reassure teachers (especially STEM teachers) that the children of America still need you.

From Counting to Computing demonstrates the powerful integration of formal mathematical reasoning, hands-on educational experiments, and digital computation to solve problems. It focuses on numeric tables shaped as squares, equilateral and isosceles triangles, offering ample opportunities for algebraic generalization in the digital age. Activities are grounded in addition and multiplication tables, polygonal numbers, and Pascal’s triangle. Based on the idea that counting objects arranged in geometric shapes leads to the development of numeric patterns, this book extends this concept to digital computing. Using technology-immune/technology-enabled didactical framework, it blends formal reasoning with digital computation in problem solving and provides a conceptual shortcut to achieving mathematically significant computational outcomes. From Counting to Computing covers classic topics from arithmetic, number theory, combinatorics, and probability theory. Many historical and cultural origins of mathematical concepts are highlighted, featuring figures like Pythagoras, Aristotle, Heron of Alexandria, Theon, Fibonacci, Gersonides, Pacioli, Cardano, Galilei, Kepler, Descartes, Fermat, Pascal, Spinoza, Leibniz, Jacob Bernoulli, Binet, de Moivre, Lamé, and Lucas. The final chapter includes problems on the proof of divisibility of integer variable polynomials, motivated by digital computations. Ideal for mathematics teacher education programs and discrete mathematics courses, this book showcases the use of simple algorithms and tools like spreadsheets, Wolfram Alpha, Maple, and Graphing Calculator to achieve sophisticated computational results.

While there is much goodness in today's world, it often feels like the world is ablaze. Across all regions, we face conflicts, wars, inhumane actions, racism, xenophobia, crimes against humanity, poverty, social injustice, and other forms of hatred. As global citizens, we seem to have forgotten the value of our multicultural world and the importance of embracing our differences. No Time to Retreat: Why We Must Solidify Multicultural Education is a book that acknowledges these challenges and advocates for leveraging our diverse thoughts, talents, strengths, and skills to create a more liveable world.Our global problems are evident in our nations, communities, organizations, institutions, schools, and among individuals. In the United States, for example, many of our multicultural gains in diversity, equity, and inclusion (DEI) are under attack; and our hard-fought freedoms are eroding. This book reminds us that we are in this together and urges us to shift paradigms, refocus our energies, and realign our vision and strategies to achieve our goals. On the whole, this book emphasizes that now is “no time to retreat” and that we must “solidify multicultural education.”

Teaching World Languages in Middle and Secondary Schools: A Critical Introduction is an introductory textbook for teacher education candidates, at either the undergraduate or graduate levels, who are seeking certification to teach a world/foreign language. It might also be used as a methods textbook in programs preparing teachers to work with English Language Learners (ELLs) in public school contexts. There is a growing shortage of world language teachers in the United States, and the market for such educators is likely to increase dramatically in the years ahead. Currently, only about 20% of US students study a language other than English, although this may change if more individuals are prepared to teach world languages. This book stands out from most world language education methodology books by combining ideas, concepts, and practices from two traditions in the world language education literature that rarely overlap: the technical skills and knowledge needed to be an effective and competent classroom teacher, and the growing literature on critical pedagogy in the specific context of world language education.