Teaching for Social Justice Series – serie

From the contributors: "Small schools provide a context in which social relations between and among youth and adults, school and community, parents and teachers, and among educators are imbued with respect, reciprocity, and commitments to a larger common good."—Michelle Fine"There are a host of irrefutable reasons why small schools are the easiest, most economical, and wisest single school reform idea around."—Deborah Meier"Instead of the distrust and hostility which typically characterizes parent-teacher relations, small schools make it possible for parents and teachers to work together through their recognition of their common interests in providing for the education and well being of children."—Pedro Noguera"Small schools have the potential to be powerful places for students to learn and for adults to grow and flourish . . .to be communities where social justice is practiced, not just talked about."—Nancy MohrWritten by major players in the small schools movement, this collection of essays points to the ways school restructuring strategies connect to the ongoing pursuit of social justice. The editors bring together writers who are both educators and advocates for youth and who think changing schools can help change the world. Building bridges to their fellow educators, these essayists make powerful arguments in favor of smaller school size as an achievable reform goal.

A historical investigation into the political and ideological foundations of the "miseducation of the Negro" in America, this timely and provocative volume explores the men and ideas that helped shape educational and societal apartheid from the Civil War to the new millennium. It is a study of how big corporate power uses private wealth to legislate, shape unequal race relations, broker ideas, and define "acceptable" social change. Drawing on little-known biographies of White power brokers who shaped Black education, William Watkins explains the structuring of segregated education that has plagued the United States for much of the 20th century. With broad and interdisciplinary appeal, this book is written in a language accessible to lay people and scholars alike.

Dedication to social justice teaching is important, yet putting one's ideals into practice in American schools is a challenging task. This book goes beyond theory and idealism to fully explore the value and impact of implementing social action and social justice activities in the elementary school classroom. Informed by the experiences of more than forty teachers across the country, this thoughtful resource: examines how elementary teachers, from inner cities to rural towns, use the social studies curriculum to teach about and for social justice; focuses on how teaching social studies for social justice relates to standardized testing, state curricula, and the local challenges teachers face; offers classroom activities and ""Reflection Exercises"" and ""Teaching Ideas"" to provide teachers with practical applications for the topics discussed; and includes a list of children's literature books, curriculum materials, and websites.

Founded in 1975, ""Radical Teacher"" serves the community of educators who are working for democratic process, peace, and justice. The magazine examines the root causes of inequality and promotes progressive social changes; it is a 'socialist, feminist and anti-racist journal on the theory and practice of teaching.' The first anthology in the publication's history, ""Controversies in the Classroom"" highlights the most exciting writing from recent years.As a collection, ""Controversies in the Classroom"" maintains a strong focus on the personal experience of teachers and the practical realities of teaching, revealing how our nation's educators grapple with imperative issues of race, class, gender in their daily lives. Contributions range from confessional to inspirational and touch all points in between.Indispensable for educators, ""Controversies in the Classroom"" is also a riveting read for progressive thinkers and anyone else interested in how social justice theories translate to the real world.

In this timely interdisciplinary volume, William Watkins has brought together leading scholars and activists to address some of the most urgent issues facing public education. What is underneath and behind the language of choice, efficiency, and improvement in current neoliberal discourse? How will urban and poor populations be affected? Will privatization lead to increased stratification in our schools? How can public education not only be saved but re-imagined? In accessible language, renowned contributors explore and critique corporate school reform to both inform and serve as an organizing tool for teachers, parents, students, and citizens committed to genuine public education. Book Features:A comprehensive critique of how corporate power is disrupting universal public education.An illumination of how corporate school reform threatens unions, racial progress, and democracy.An illustration of how private wealth forges public policy.A case study of the public school system in New Orleans.

Being Bad will change the way you think about the social and academic worlds of Black boys. In a poignant and harrowing journey from systems of education to systems of criminal justice, the author follows her brother, Chris, who has been designated a “bad kid” by his school, a “person of interest” by the police, and a “gangster” by society. Readers first meet Chris in a Chicago jail, where he is being held in connection with a string of street robberies. We then learn about Chris through insiders’ accounts that stretch across time to reveal key events preceding this tragic moment. Together, these stories explore such timely issues as the under-education of Black males, the place and importance of scapegoats in our culture, the on-the-ground reality of zero tolerance, the role of mainstream media in constructing Black masculinity, and the critical relationships between schools and prisons. No other book combines rigorous research, personal narrative, and compelling storytelling to examine the educational experiences of young Black males.

In this dynamic book, Kevin Kumashiro offers a necessary intervention to help progressive educators and advocates take back public education. This book highlights how the broader Left (progressives, liberals, Democrats, teacher unions, civil rights organizations) are often talking about the “problem” in ways that were framed by forces quite counter to the goals of democracy and justice, and in so doing, advancing “solutions” that cannot help but be counterproductive. Kumashiro explains when, why, and how this has happened, particularly regarding the insidious nature of popular “reforms.” He also dives into some of the biggest battles in education today, such as affirmative action, free speech and hate speech, bullying and violence, teacher shortages, and student debt. Surrendered offers a different path forward for K–12 and higher education by showing readers how to establish a progressive agenda, employ language, and harness evidence more effectively.Book Features:Illuminates the power of framing and the role that language and commonsense play in shaping public opinion and educational policy.Provides an historical overview of the conservative forces that have shaped public education in the United States.Examines many of the biggest battles in education today, particularly the enduring conservative framings of these issues. Offers progressive re-framings and concrete suggestions for movement building. Uses accessible language, framed with personal stories, to connect history with current debates.

Breaking away from the historically dominant narrative that White females make the best teachers, this book contends that effective teachers can be both "windows" and "mirrors" for students. Teachers should reflect the student population in racial and cultural terms while also serving as windows for students to see opportunities that lie outside of their immediate circumstances. Employing a critical storytelling framework, respected scholars share the teaching practices of influential teachers that they learned from. Chapter authors are diverse teacher educators from the fields of education, educational psychology, administration, policy, and curriculum and instruction. Each storyteller identifies key concepts and principles that explain why the selected teacher was so memorably effective. This inspirational volume provides a series of templates that help pinpoint the attitudes and behaviors of those teachers who make a positive difference in the lives of their students.Book Features:Highlights contributions from diverse teacher educators, including Asian American, African American, Latinx, and Native American.Examines the long-lasting impact that a teacher's race, ethnicity, and/or indigeneity can have on the lives of their students beyond high school and college.Includes analyses drawn from research on identity in teacher education, theory, and research in education, psychology, and human development.Contains photographs, images, charts, and diagrams to assist readers.

This important book offers strategies, models, and concrete ideas for better serving newcomer immigrant and refugee youth in U.S. schools, with a focus on grades 6–12. The authors present 20 strategies grouped under three categories: (1) classroom and instructional design, (2) school design, and (3) extracurricular, community, and alumni partnerships. Each chapter provides research-based information, classroom examples, tips for implementing each strategy, and additional resources. Readers will find engaging profiles of schools, students, and alumni interspersed throughout the book, offering both varied perspectives and practical advice. Humanizing Education for Immigrant and Refugee Youth will assist today's educators, school leaders, policymakers, and scholars interested in the holistic success and well-being of immigrant and refugee students.Book Features:Practical strategies for educators and school leaders are rooted in empirical research and classroom narratives from across the United States.Multiple, real-life examples are used to illustrate each strategy.Each chapter concludes with a brief summary and recommended resources.School and student profiles demonstrate what the strategies look like in practice, as well as their benefits for students.Diverse perspectives are presented by researchers, classroom teachers, school leaders, and newcomer students.

Join the authors of this book in starting a movement of hope and possibility for an antiracist child care and early childhood education system. This volume disrupts mental models regarding where the work of early care and education began—with enslaved African women—and how the stigma of that beginning relegates present-day child care workers to a low-status, low-wage field of practice. Expert authors contribute their wisdom, experience, research, and practical knowledge on issues related to equity and social justice. They examine the oppressive historical, political, economic, educational, and cultural systems that continue to oppress early care educators and, by extension, racialized children and children in poverty. The interrogation and litigation of past and current issues and grievances of injustice and inequities in the field are addressed, while threading the needle of social justice and critical consciousness throughout the chapters. Child Care Justice calls on educators, activists, and their allies to rethink, reimagine, and reconstruct a more equitable and just system for all who receive and provide care to our nation's youngest of children. When historically marginalized child care workers are held in high esteem, then, and only then, will America live up to its promise of liberty and justice for all.Book Features:Centers the historic and current oppression of Black people in the United States as foundational to the disregard for childcare workers today.Uses Paulo Freire's critical consciousness framework to guide readers to see, analyze, and act. Calls for a multiracial coalition of activists for racial justice, gender justice, and economic justice.

At the core of the intractability of racism is the persistent cultivation of our collective ignorance of it. This cultivated ignorance compels us to support a status quo that we abhor. We are stuck because we cannot imagine a world beyond racism. We are also stuck because engaging with issues of racism with others usually produces immense acrimony and little result. This book responds directly to this challenge by introducing Brave Community—a research-based and learner-tested method that leverages learning as a vehicle to increase the bravery and empathy that we need to both imagine and pursue a world beyond racism. It is an approach that can be used by educators, administrators, cultural workers, human resources professionals, community leaders, and others. The text includes effective practices embedded in vivid portraits of learning across higher education, K–12, and cultural institutions. Now as ever, we need effective tools for creating a shared understanding of the relationship between racial justice and democracy. Designed to be immediately applicable, Brave Community teaches in clear and practical ways how anyone who wants to tackle racism can do so, and help others to do the same.Book Features:A how-to book for confronting racism in real time. A reliable learning process to achieve an authentic and diverse community.An approach to teaching about racism that edifies and empowers all learners.A method that has been tested across diverse settings, from elementary schools to graduate schools, from workshops to museums, and from Board rooms to living rooms. A simple and adaptive approach that was created to address issues of racism but can be used to address any difficult topic.

This timely book features rich examples of students and teachers, defined as learning partners, disrupting hierarchy in education by collaborating on social change projects. At the book's core is Paulo Freire's theorization of students and teachers working together toward co-liberation. Co-written by learning partners, each chapter in this collection highlights a social change project that puts Freire's theories into action. Projects span a range of academic disciplines and geographical locations from K-12, university/college, and non-formal educational contexts. Appropriate as both a textbook and a primer on collaborative social change-making, Disrupting Hierarchy in Education offers inspiration and models of community-engaged learning programs from across the globe. Topics include community education, public writing, using media for popular education, adolescent and youth development, climate change education, peace and justice leadership development, revolutionary nonviolence, literacy teacher education, citizenship education, development of Latin American studies, palliative care, reflections on identity and subjectivity, anti-racism education, trauma-informed pedagogy, wellness, and art curation. Book Features:Real-world examples of teaching and learning for social justice in ways that disrupt traditional educational hierarchy.Chapters written by teachers in collaboration with undergraduate and graduate students, youth advocates, professors, artists, curators, founders and leaders of NGOs, and elementary school teachers.Projects that cover a wide terrain, including K–12 settings, university/college, wellness, arts, and media and popular education.Examples from across the globe, including the United States, Brazil, South Africa, the United Kingdom, and Jamaica.Discussion questions and/or suggested activities at the end of each chapter.

This timely book features rich examples of students and teachers, defined as learning partners, disrupting hierarchy in education by collaborating on social change projects. At the book's core is Paulo Freire's theorization of students and teachers working together toward co-liberation. Co-written by learning partners, each chapter in this collection highlights a social change project that puts Freire's theories into action. Projects span a range of academic disciplines and geographical locations from K-12, university/college, and non-formal educational contexts. Appropriate as both a textbook and a primer on collaborative social change-making, Disrupting Hierarchy in Education offers inspiration and models of community-engaged learning programs from across the globe. Topics include community education, public writing, using media for popular education, adolescent and youth development, climate change education, peace and justice leadership development, revolutionary nonviolence, literacy teacher education, citizenship education, development of Latin American studies, palliative care, reflections on identity and subjectivity, anti-racism education, trauma-informed pedagogy, wellness, and art curation. Book Features:Real-world examples of teaching and learning for social justice in ways that disrupt traditional educational hierarchy.Chapters written by teachers in collaboration with undergraduate and graduate students, youth advocates, professors, artists, curators, founders and leaders of NGOs, and elementary school teachers.Projects that cover a wide terrain, including K-12 settings, university/college, wellness, arts, and media and popular education.Examples from across the globe, including the United States, Brazil, South Africa, the United Kingdom, and Jamaica.Discussion questions and/or suggested activities at the end of each chapter.

This much-needed book provides a practical framework for implementing school-wide restorative justice practices to enhance students’ social emotional readiness.Amidst today’s uncertainty and social unrest, this book offers teachers and students hope in the underlying principles of restorative justice that challenge us to be our best selves. Through curricular sequences, lesson plans, case studies, and narrative examples, Chaterji maps the terrain for learning and practicing empathy, studying models of repair and accountability, and creating conditions for trust and vulnerability.While much of restorative justice in schools is responsive to incidents that have already occurred, this book argues for robust prevention and culture-building through students’ personal and conceptual exploration of pain, loss, oppression, and other emotionally charged topics.Chaterji carries lessons from restorative justice in high-level harm, such as victim-offender dialogue, to the classroom through exercises that foster tenderness, self-reflection, and skillful attention on how to “make it right.” The text includes classroom-tested strategies and activities that the author developed over 15 years working in schools, youth programs, prisons, probation and juvenile detention facilities.Book Features:Vivid case studies, anecdotes, and practitioner's notes from extensive restorative justice work in schools and prisons.Robust collection of supplemental materials, including activity descriptions, worksheets for classroom use, lesson plans, and curricular sequences (reproducible documents in an online appendix).Spanish language materials for teaching concepts in restorative justice, including circle-keeping scripts, sample agendas, and activity descriptions.A teacher-centered approach to implementing restorative justice through concrete lessons, thematic areas, and activities that foster greater trust, connection, and healing.A connection to SEL core competencies of responsible decision-making, self-awareness, social awareness, relationship skills, and self-management.

This much-needed book provides a practical framework for implementing school-wide restorative justice practices to enhance students’ social emotional readiness.Amidst today’s uncertainty and social unrest, this book offers teachers and students hope in the underlying principles of restorative justice that challenge us to be our best selves. Through curricular sequences, lesson plans, case studies, and narrative examples, Chaterji maps the terrain for learning and practicing empathy, studying models of repair and accountability, and creating conditions for trust and vulnerability.While much of restorative justice in schools is responsive to incidents that have already occurred, this book argues for robust prevention and culture-building through students’ personal and conceptual exploration of pain, loss, oppression, and other emotionally charged topics.Chaterji carries lessons from restorative justice in high-level harm, such as victim-offender dialogue, to the classroom through exercises that foster tenderness, self-reflection, and skillful attention on how to “make it right.” The text includes classroom-tested strategies and activities that the author developed over 15 years working in schools, youth programs, prisons, probation and juvenile detention facilities.Book Features:Vivid case studies, anecdotes, and practitioner's notes from extensive restorative justice work in schools and prisons.Robust collection of supplemental materials, including activity descriptions, worksheets for classroom use, lesson plans, and curricular sequences (reproducible documents in an online appendix).Spanish language materials for teaching concepts in restorative justice, including circle-keeping scripts, sample agendas, and activity descriptions.A teacher-centered approach to implementing restorative justice through concrete lessons, thematic areas, and activities that foster greater trust, connection, and healing.A connection to SEL core competencies of responsible decision-making, self-awareness, social awareness, relationship skills, and self-management.

Increasingly, faculty with intersectional perspectives are challenging many aspects of higher education and urging a radical reimagination of the institution itself. This volume explores the successful strategies and contradictions of working within, against, and beyond a university with the goal of creating a humanizing educational experience for students and faculty alike. Providing a glimpse of what is possible, chapter authors describe their efforts to build alternative core curriculums, research apprenticeships, community partnerships, ways of interacting with one another, and models of leadership. They reimagine academic milestones and processes like hiring, tenure and promotion, faculty support, research, funding, publishing, collaboration, and more. Each essay details the institutional structures and supports that were effective at improving academic work in teaching and research contexts. Crafting Homeplace in the Academic Borderlands is a much-needed examination of what it means to create a homeplace in academia where humanization is practiced as the foundation for a new way to teach, learn, know, and be in relationships.Book Features:Demonstrates what scholar practitioners can accomplish when working together to collectivize their practice in the academy.Shares stories of scholar practitioners working across P–20 formal and informal educational and youth development spaces to humanize praxis in community work, research, teaching, activism, and leadership.Unearths contradictions and tensions that manifest among institutional demands, community needs, and the crisis around us.Provides a case study of transforming one diverse, higher education institution to support faculty with diverse cultures and identities.

Increasingly, faculty with intersectional perspectives are challenging many aspects of higher education and urging a radical reimagination of the institution itself. This volume explores the successful strategies and contradictions of working within, against, and beyond a university with the goal of creating a humanizing educational experience for students and faculty alike. Providing a glimpse of what is possible, chapter authors describe their efforts to build alternative core curriculums, research apprenticeships, community partnerships, ways of interacting with one another, and models of leadership. They reimagine academic milestones and processes like hiring, tenure and promotion, faculty support, research, funding, publishing, collaboration, and more. Each essay details the institutional structures and supports that were effective at improving academic work in teaching and research contexts. Crafting Homeplace in the Academic Borderlands is a much-needed examination of what it means to create a homeplace in academia where humanization is practiced as the foundation for a new way to teach, learn, know, and be in relationships.Book Features:Demonstrates what scholar practitioners can accomplish when working together to collectivize their practice in the academy.Shares stories of scholar practitioners working across P–20 formal and informal educational and youth development spaces to humanize praxis in community work, research, teaching, activism, and leadership.Unearths contradictions and tensions that manifest among institutional demands, community needs, and the crisis around us.Provides a case study of transforming one diverse, higher education institution to support faculty with diverse cultures and identities.

This is the Fourth Edition of the classic memoir that has inspired teachers for over 3 decades. It is also available as a graphic novel.To Teach is both the story of a new teacher's voyage into the classroom and a guide to the values and commitments that can animate a steady and meaningful life in teaching. There are stumbling blocks in every teacher's journey and today's specific, unprecedented challenges can seem insurmountable. In this new edition, Ayers discusses important events that have shaped education since the last edition was published, including a global pandemic and the Black Lives Matter movement. He also discusses the heightened politicization of teaching as a profession that has resulted in insidious book banning, as well as the continuing influence of mass incarceration on schooling. For over 3 decades, this classic text has inspired teachers across the country to follow their own paths, face their own challenges, and become the teachers they long to be. This engaging teacher's odyssey is a road map to the beating heart of teaching, emphasizing the joy in the journey and the pleasure in a life lived in the company of children and youth.Book Features: A primer for new teachers trying to develop the skills and commitments needed to be effective in the classroom.An incitement to K– 2 teachers to reimagine their teaching and rethink their practice.Also available as a graphic novel, To Teach: The Journey, in Comics, featuring the drawings of talented artist Ryan Alexander-Tanner.

This is the Fourth Edition of the classic memoir that has inspired teachers for over 3 decades. It is also available as a graphic novel.To Teach is both the story of a new teacher's voyage into the classroom and a guide to the values and commitments that can animate a steady and meaningful life in teaching. There are stumbling blocks in every teacher's journey and today's specific, unprecedented challenges can seem insurmountable. In this new edition, Ayers discusses important events that have shaped education since the last edition was published, including a global pandemic and the Black Lives Matter movement. He also discusses the heightened politicization of teaching as a profession that has resulted in insidious book banning, as well as the continuing influence of mass incarceration on schooling. For over 3 decades, this classic text has inspired teachers across the country to follow their own paths, face their own challenges, and become the teachers they long to be. This engaging teacher's odyssey is a road map to the beating heart of teaching, emphasizing the joy in the journey and the pleasure in a life lived in the company of children and youth.Book Features: A primer for new teachers trying to develop the skills and commitments needed to be effective in the classroom.An incitement to K– 2 teachers to reimagine their teaching and rethink their practice.Also available as a graphic novel, To Teach: The Journey, in Comics, featuring the drawings of talented artist Ryan Alexander-Tanner.

This practical resource describes key approaches to help educators, counselors, and administrators to revise their own practices to better support the college aspirations of today's diverse students.This book encourages educational practitioners to reimagine school-based, postsecondary preparatory opportunities to be more inclusive, cohesive, and supportive of students and their families. With specific attention paid to students who have been traditionally underrepresented in college-going and college-graduating populations, the authors use theory, research, and empirical evidence to intentionally center and elevate students who have been overlooked or marginalized in the postsecondary planning process. Based on a college and career readiness program that supported the postsecondary aspirations of Black teenage girls, this book identifies how, where, and when school policies and practices create barriers to college and career planning. Within that program, traditional postsecondary practices were redesigned with specific consideration of the essential elements of time, care, cultural relevance, and lived experiences. Book Features:Challenges school practitioners, administrators, and district leaders to reexamine the policies and practices they are using to prepare students for postsecondary lives.Demonstrates how to intentionally dismantle one-size-fits-all approaches to postsecondary preparation by centering the needs of diverse students.Includes insights and reflections from a three-year college and career readiness program in a public high school in partnership with a group of Black teenage girls.Provides intentional strategies for including race, class, and gender in postsecondary planning.

This practical resource describes key approaches to help educators, counselors, and administrators to revise their own practices to better support the college aspirations of today's diverse students.This book encourages educational practitioners to reimagine school-based, postsecondary preparatory opportunities to be more inclusive, cohesive, and supportive of students and their families. With specific attention paid to students who have been traditionally underrepresented in college-going and college-graduating populations, the authors use theory, research, and empirical evidence to intentionally center and elevate students who have been overlooked or marginalized in the postsecondary planning process. Based on a college and career readiness program that supported the postsecondary aspirations of Black teenage girls, this book identifies how, where, and when school policies and practices create barriers to college and career planning. Within that program, traditional postsecondary practices were redesigned with specific consideration of the essential elements of time, care, cultural relevance, and lived experiences. Book Features:Challenges school practitioners, administrators, and district leaders to reexamine the policies and practices they are using to prepare students for postsecondary lives.Demonstrates how to intentionally dismantle one-size-fits-all approaches to postsecondary preparation by centering the needs of diverse students.Includes insights and reflections from a three-year college and career readiness program in a public high school in partnership with a group of Black teenage girls.Provides intentional strategies for including race, class, and gender in postsecondary planning.

According to Publishers Weekly, “This fascinating and, yes, educational book will certainly be of interest to teachers, but it will also teach, inspire, and entertain anyone else who picks it up.”This graphic novel brings to life William Ayers’s bestselling memoir To Teach: The Journey of a Teacher, Fourth Edition. From his early days teaching kindergarten, readers follow this renowned educational theorist on his “voyage of discovery and surprise.”When first published in 2010, this graphic novel was immediately embraced as an accessible and imaginative introduction to teaching. The author and illustrator have meticulously updated their popular book to coincide with a new fourth edition of William Ayers’s classic memoir To Teach: The Journey of a Teacher. The expanded second edition of this book adds a coda to each chapter that addresses our changing world, including the global pandemic, the Black Lives Matter movement, the heightened politicization of teaching as a profession, and the continuing effects of mass incarceration.Once again featuring the evocative and wry drawings of Ryan Alexander-Tanner, this dynamic book offers an innovative way to address the problems and virtues of a career in education. These illustrated stories remind us how curiosity, a sense of adventure, and a healthy dose of reflection can help us all learn.Book Features:An alternative medium for teaching theory and practice that can be more engaging for a broad audience than a standard text.An irreverent and humanitarian approach to addressing the complexities of education in today’s society.An examination of contentious issues done with an open mind and an open heart.An illustrated invitation to teaching as it could and should be.