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Education and Pedagogy in Cultural Change by Wolfgang Brezinka Pdf
In a period of rapid cultural shifts, changing populations and new ideologies take hold and reshape political agendas and norms in the West. It is against this backdrop that Wolfgang Brezinka presents his controversial take on the impact these changes have made on the public education landscape. Offering his views on the historical context behind these cultural shifts, Brezinka argues for the development of moral and values education in the West and discusses the conflicting roles migration, divergent ideologies, and other factors have had to play. Focusing on pedagogy and policy, Brezinka puts forth a provocative perspective on the relationship between pluralism, tradition, and the future of education.
Culturally Relevant Pedagogy by Gloria Ladson-Billings Pdf
For the first time, this volume provides a definitive collection of Gloria Ladson-Billings’ groundbreaking concept of Culturally Relevant Pedagogy (CRP). After repeatedly confronting deficit perspectives that asked, “What’s wrong with ‘those’ kids?”, Ladson-Billings decided to ask a different question, one that fundamentally shifted the way we think about teaching and learning. Noting that “those kids” usually meant Black students, she posed a new question: “What is right with Black students and what happens in classrooms where teachers, parents, and students get it right?” This compilation of Ladson-Billings’ published work on Culturally Relevant Pedagogy examines the theory, how it works in specific subject areas, and its role in teacher education. The final section looks toward the future, including what it means to re-mix CRP with youth culture such as hip hop. This one-of-a-kind collection can be used as an introduction to CRP and as a summary of the idea as it evolved over time, helping a new generation to see the possibilities that exist in teaching and learning for all students. Featured Essays: Toward a Theory of Culturally Relevant PedagogyBut That’s Just Good Teaching: The Case for Culturally Relevant PedagogyLiberatory Consequences of LiteracyIt Doesn’t Add Up: African American Students and Mathematics AchievementCrafting a Culturally Relevant Social Studies ApproachFighting for Our Lives: Preparing Teachers to Teach African American StudentsWhat’s the Matter With the Team? Diversity in Teacher EducationIt’s Not the Culture of Poverty, It’s the Poverty of Culture: The Problem With Teacher EducationCulturally Relevant Teaching 2.0, a.k.a. the Remix Beyond Beats, Rhymes, and Beyoncé: Hip-Hop Education and Culturally Relevant Pedagogy
Activating Cultural and Social Change by Baden Offord,Caroline Fleay,Lisa Hartley,Yirga Gelaw Woldeyes,Dean Chan Pdf
In this thought-provoking book, a diverse range of educators, activists, academics, and community advocates provide theoretical and practical ways of activating our knowledge and understanding of how to build a human rights culture. Addressing approaches and applications to human rights within current socio-cultural, political, socio-legal, environmental, educational, and global contexts, these chapters explore tensions, contradictions, and complexities within human rights education. The book establishes cultural and educational practices as intrinsically linked to human rights consciousness and social justice, showing how signature pedagogies used by human rights practitioners can be intellectual, creative, or a combination of both. Across three sections, the book discusses ways of bringing about holistic, relevant, and compelling approaches for challenging and understanding structures of power, which have become a global system, while also suggesting a move from abstract human rights principles, declarations, and instruments to meaningful changes that do not dehumanise and distance us from intrinsic and extrinsic oppressions, denial of identity and community, and other forms of human rights abuse. Offering new critical cultural studies approaches on how a human rights consciousness arises and is practised, this book will be of great interest to scholars and students of cultural studies, education studies, critical sociology, human rights education, and human rights studies.
Education as the Practice of Eco-Social-Cultural Change by Mark Fettes,Sean Blenkinsop Pdf
The current ecological crisis is the consequence of entrenched attitudes, discourses and behaviours in human societies worldwide, fostered and reinforced through modern educational traditions, processes and institutions. This book envisions a radical transformation of education to focus on the mutual flourishing of human societies with the rest of life on Earth. In part, the authors suggest approaching this as a problem of systemic design, incorporating principles that challenge and undermine key premises of the Capitalocene—the socio-economic-political landscape sustaining the current educational regime. Tracing the implications of this transition, they review core assumptions of modern Western culture that need to shift, and identify a wide range of relevant capacities and practices grouped under four complementary educator “stances” for eco-social-cultural change.
Makers, Crafters, Educators by Elizabeth Garber,Lisa Hochtritt,Manisha Sharma Pdf
Makers, Crafters, Educators brings the do-it-yourself (DIY) ethos of maker and crafter movements into educational environments, and examines the politics of cultural change that undergird them. Addressing making and crafting in relation to community and schooling practices, culture, and place, this edited collection positions making as an agent of change in education. In the volume’s five sections—Play and Hacking, Access and Equity, Interdependence and Interdisciplinarity, Cultural and Environmental Sustainability, and Labor and Leisure—authors from around the world present a collage of issues and practices connecting object making, participatory culture, and socio-cultural transformation. Offering gateways into cultural practices from six continents, this volume explores the participatory culture of maker and crafter spaces in education and reveals how community sites hold the promise of such socio-cultural transformation.
Culturally Sustaining Pedagogies by Django Paris,H. Samy Alim Pdf
Culturally Sustaining Pedagogies raises fundamental questions about the purpose of schooling in changing societies. Bringing together an intergenerational group of prominent educators and researchers, this volume engages and extends the concept of culturally sustaining pedagogy (CSP)—teaching that perpetuates and fosters linguistic, literate, and cultural pluralism as part of schooling for positive social transformation. The authors propose that schooling should be a site for sustaining the cultural practices of communities of color, rather than eradicating them. Chapters present theoretically grounded examples of how educators and scholars can support Black, Indigenous, Latinx, Asian/Pacific Islander, South African, and immigrant students as part of a collective movement towards educational justice in a changing world. Book Features: A definitive resource on culturally sustaining pedagogies, including what they look like in the classroom and how they differ from deficit-model approaches.Examples of teaching that sustain the languages, literacies, and cultural practices of students and communities of color.Contributions from the founders of such lasting educational frameworks as culturally relevant pedagogy, funds of knowledge, cultural modeling, and third space. Contributors: H. Samy Alim, Mary Bucholtz, Dolores Inés Casillas, Michael Domínguez, Nelson Flores, Norma Gonzalez, Kris D. Gutiérrez, Adam Haupt, Amanda Holmes, Jason G. Irizarry, Patrick Johnson, Valerie Kinloch, Gloria Ladson-Billings, Carol D. Lee, Stacey J. Lee, Tiffany S. Lee, Jin Sook Lee, Teresa L. McCarty, Django Paris, Courtney Peña, Jonathan Rosa, Timothy J. San Pedro, Daniel Walsh, Casey Wong “All teachers committed to justice and equity in our schools and society will cherish this book.” —Sonia Nieto, professor emerita, University of Massachusetts, Amherst “This book is for educators who are unafraid of using education to make a difference in the lives of the most vulnerable.” —Pedro Noguera, University of California, Los Angeles “This book calls for deep, effective practices and understanding that centers on our youths’ assets.” —Prudence L. Carter, dean, Graduate School of Education, UC Berkeley
School culture and the changing process by Mary Anyiendah Pdf
Essay from the year 2014 in the subject Pedagogy - The Teacher, Educational Leadership, grade: A+, Aga Khan University (IED DAR-ES SALAAM), course: Teacher Education, language: English, abstract: Educators are constantly dealing with change as they strive to respond to their students’ and societal needs. Their success in this venture lies not in changing individual components of school structures in isolation but by changing the whole culture. As Naylor argues, culture and change are interrelated and constantly influence each other either negatively or positively with the latter culminating into school improvement which should be the hallmark of the change process. This paper therefore, discusses the impact of school culture on the change process and vice versa. It also shows how Miles’ change framework can be employed in the change process to achieve school improvement.
The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of "English Plus" instruction.
In this revolutionary book, a renowned computer scientist explains the importance of teaching children the basics of computing and how it can prepare them to succeed in the ever-evolving tech world. Computers have completely changed the way we teach children. We have Mindstorms to thank for that. In this book, pioneering computer scientist Seymour Papert uses the invention of LOGO, the first child-friendly programming language, to make the case for the value of teaching children with computers. Papert argues that children are more than capable of mastering computers, and that teaching computational processes like de-bugging in the classroom can change the way we learn everything else. He also shows that schools saturated with technology can actually improve socialization and interaction among students and between students and teachers. Technology changes every day, but the basic ways that computers can help us learn remain. For thousands of teachers and parents who have sought creative ways to help children learn with computers, Mindstorms is their bible.
A Holistic Approach For Cultural Change by Marc Levitt Pdf
Marc Levitt's A Holistic Approach for Cultural Change: Character Education for Ages 13-15 asks educators to consider how our contemporary curriculum and pedagogy supports isolation and competition, rather than our goals for school culture change. Mr. Levitt explores themes such as 'vengeance,' 'prejudice,' 'communications in relationships,' 'trapping oneself in past behaviors,' 'respecting one's heritage,' and 'learning to embrace one's own story' through his original stories. Suggestions for curriculum and pedagogical changes follow, helping educators share the larger personal and social implications of Mr. Levitt’s stories, while teaching and demonstrating how we are ‘All in it Together’. A Holistic Approach for School-Based Culture Change: Character Education for Ages 13-15 helps educators build a caring and socially intelligent community of students in a way that is neither 'preachy' nor condescending, acknowledging and encouraging our ‘mutuality of interests.
Voices of Social Education by Bernardo E. Pohl,Cameron White,Christine Beaudry Pdf
There is only one place where social education can occur and flourish: through the voices that create a pedagogy of change. And it is these voices where the most exciting and provocative moments can occur for those of us who are passionate about education, teaching, social justice, equity, and love. As such, social education is a journey—an endeavor that makes us savor the experience of the journey more than the destination. And social education is a journey that ins enhanced through educator and student voices because it occurs in the most important spaces of our personal and professional lives. It occurs in the hallways of the schools we teach, in the staff meetings we attend, in the mountain villages we venture to visit, in the places we work, and in the spaces we occupy. Moreover, social education is a unique kind of journey because it is a human experience that seldom occurs alone. It happens with our colleagues and our loved ones. It happens with our students, administrators, and other professionals who are fighting for the same things that we so fervently believe. In the end, social education occurs and flourishes in the trenches because it is the active pursuit of getting our hands dirty in our endless pursuit for a better and more just world. Social education is also a narrative, which takes on a different meaning for each one of us. This is because sooner or later each person that embarks into the journey of social education develops its own personal definition of what social education entails through his or her own personal landscape and knowledge. This personal landscape has been evolving since we were very young with some of the best examples of human courage and tenacity in the fight for social justice. Voices of Social Education: A Pedagogy of Change is a collection of personal stories. In this volume, academics, teachers, students, activists, and artists share their personal stories of triumph, tribulations, and courage in their daily fight for social justice and equality. The term social education is not defined as a set number of guidelines or a specific definition; we give the term an organic fluency to stress that social education is a point of encounter--a common space-- where we can share with each other our experiences, values, and culture to form a more genuine and just social experience.
Popular Culture as Pedagogy by Kaela Jubas,Nancy Taber,Tony Brown Pdf
"Grounded in the field of adult education, this international compilation offers a range of critical perspectives on popular culture as a form of pedagogy. Its fundamental premise is that adults learn in multiple ways, including through their consumption of fiction. As scholars have asserted for decades, people are not passive consumers of media; rather, we (re)make our own meanings as we accept, resist, and challenge cultural representations. At a time when attention often turns to new media, the contributors to this collection continue to find “old” forms of popular culture important and worthy of study. Television and movies – the emphases in this book – reflect aspects of consumers’ lives, and can be powerful vehicles for helping adults see, experience, and inhabit the world in new and different ways. This volume moves beyond conceptually oriented scholarship, taking a decidedly research-oriented focus. It offers examples of textual and discursive analyses of television shows and films that portray varied contexts of adult learning, and suggests how participants can be brought into adult education research in this area. In so doing, it provides compelling evidence about the complexity, politics, and multidimensionality of adult teaching and learning. Using a range of television shows and movies as exemplars, chapters relate popular culture to globalization, identity, health and health care, and education. The book will be of great use to instructors, students, and researchers located in adult education, cultural studies, women’s and gender studies, cultural sociology, and other fields who are looking for innovative ways to explore social life as experienced and imagined."
Early Childhood Education and Change in Diverse Cultural Contexts by Chris Pascal,Tony Bertram,Marika Veisson Pdf
Change is now a dominant feature of early childhood systems around the globe and many countries are currently facing significant economic, social and political developments that bring additional challenges that teaching and learning practices need to be able to respond to in a positive and effective way. Early Childhood Education and Change in Diverse Cultural Contexts examines how the educational systems in different countries respond to this change agenda, what they prioritise and how they deal with the adjustment process. Based on original and cutting-edge research and drawing upon diverse theoretical approaches, the book analyses new policies and pedagogical practices in a wide range of different cultural contexts. With contributions from Great Britain, the USA, Finland, Sweden, Iceland, Estonia, New Zealand, South Africa and Singapore, this volume examines how educators might be able to innovate and respond positively to the shifting social and cultural situations in these contexts and others like them. Focusing on early childhood policy, professionalism and pedagogy, the book stimulates debate and dialogue about how the field is moving forward in the 21st century. Early Childhood Education and Change in Diverse Cultural Contexts should be essential reading for academics, researchers and postgraduate students engaged in the study of early childhood education, childhood studies and comparative education. Providing practical examples of how educational systems and educators might respond to change imperatives, the book should also be of great interest to teacher educators, current and pre-service teachers and policymakers around the world.
Adapting pedagogy to cultural context by Jovina Tibenda,Matthew Jukes,Yasmin Sitabkhan Pdf
This paper argues that many pedagogical reform efforts falter because they fail to consider the cultural context of teacher and student behavior. Little guidance exists on how to adapt teaching practices to be compatible with culturally influenced behaviors and beliefs. We present evidence from three studies conducted as part of a large basic education program in Tanzania showing that some teaching activities are less effective or not well implemented because of culturally influenced behaviors in the classroom, namely children’s lack of confidence to speak up in class; a commitment to togetherness, fairness, and cooperation; avoidance of embarrassment; and age-graded authority. We propose ways teaching activities can be adapted to take these behaviors into account while still adhering to fundamental principles of effective learning, including student participation in their own learning, teaching at the right level, and monitoring students as a basis for adjusting instruction. Such adaptations may be made most effective by engaging teachers in co-creation of teaching activities.