Promoting Global Competence And Social Justice In Teacher Education

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Internationalizing Teacher Education For Social Justice

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Handbook of Research on Promoting Cross-Cultural Competence and Social Justice in Teacher Education

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Teacher Education Across Minority-Serving Institutions: Programs, Policies, and Social Justice

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Teacher Education Across Minority-Serving Institutions: Programs, Policies, and Social Justice

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Transforming Teacher Education

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Science Teacher Identity And Justice Education

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Case Studies On Diversity And Social Justice Education

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Transforming The Multicultural Education Of Teachers

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Aesthetic Education in the Era of Globalization Harvard University Press

Książki / Literatura obcojęzyczna

During the past twenty years, the world's most renowned critical theorist--the scholar who defined the field of postcolonial studies--has experienced a radical reorientation in her thinking. Finding the neat polarities of tradition and modernity, colonial and postcolonial, no longer sufficient for interpreting the globalized present, she turns elsewhere to make her central argument: that aesthetic education is the last available instrument for implementing global justice and democracy. Spivak's unwillingness to sacrifice the ethical in the name of the aesthetic, or to sacrifice the aesthetic in grappling with the political, makes her task formidable. As she wrestles with these fraught relationships, she rewrites Friedrich Schiller's concept of play as double bind, reading Gregory Bateson with Gramsci as she negotiates Immanuel Kant, while in dialogue with her teacher Paul de Man. Among the concerns Spivak addresses is this: Are we ready to forfeit the wealth of the world's languages in the name of global communication? "Even a good globalization (the failed dream of socialism) requires the uniformity which the diversity of mother-tongues must challenge," Spivak writes."The tower of Babel is our refuge." In essays on theory, translation, Marxism, gender, and world literature, and on writers such as Assia Djebar, J. M. Coetzee, and Rabindranath Tagore, Spivak argues for the social urgency of the humanities and renews the case for literary studies, imprisoned in the corporate university. "Perhaps," she writes, "the literary can still do something."

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Mathematics Education Springer International Publishing AG

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Many in the mathematics community in the U.S. are involved in mathematics education in various capacities. This book will highlight the breadth of the work in K-16 mathematics education done by individuals in US departments of mathematical sciences. It will contain contributions by mathematicians and mathematics educators who work in areas such as teacher education, quantitative literacy, informal education, writing and communication, social justice, outreach and mentoring, tactile learning, art and mathematics, ethno-mathematics, scholarship of teaching and learning, and mathematics education research. Contributors will describe their work, its impact, and how it is perceived and valued. In addition, a mathematician who has become an administrator will write a chapter on the challenges of supporting, evaluating and appropriately rewarding work in mathematics education in departments of mathematical sciences, especially in departments where faculty scholarship more commonly takes other forms. § Our overarching goal is to inform the readership of the breadth of the work and to encourage discussion of its value to the mathematical community. We also hope to inspire new mathematicians entering their teaching careers. The book will stimulate opportunities for those doing this work to discuss its impact on learners and on their own career paths. The writing will be expository, not technical, and will be accessible and informative to a diverse audience of faculty and administrators in higher education. § The primary readership includes all those in departments of mathematical sciences in two or four year colleges and universities, and their administrators, as well as graduate teaching assistants. Researchers in education may also find topics of interest for their research. Another audience would be those doing work in mathematics education in schools of education, and teachers of secondary or middle school mathematics as well as those involved in their professional development.

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Język angielski. Critical Pedagogies and Language Learning. Cambridge University Press

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This important volume on the critical pedagogical approach addresses such topics as critical multiculturalism, gender and language learning, and popular culture. Critical pedagogies are instructional approaches aimed at transforming existing social relations in the interest of greater equity in schools and communities. This paperback edition on the pedagogical approach addresses such topics as critical multiculturalism, gender and language learning, and popular culture. Committed to language education that contributes to social justice - and the political, economic, and sociocultural changes such justice requires - the contributors explore the meaning of creating equitable and critical instructional practices, by exploring diverse representations of knowledge. In addition, recommendations are made for further research, teacher education, and critical testing. Graduate students and researchers in TESOL, applied linguistics, and education will find this volume a thought-provoking and comprehensive presentation of theory and practice in this important new area of scholarship.

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Abraham Joshua Heschel Yale University Press

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Abraham Joshua Heschel (1907-1972) was one of the outstanding Jewish thinkers of the twentieth century. A renowned American theologian and interpreter of tradition, author of such important books as "Man Is Not Alone", "God in Search of Man", and "The Prophets", he was a living example of holiness, compassion, and vehement dedication to social justice. This book, the first of two volumes, is the only comprehensive biography of Heschel. Based on interviews with Heschel's friends and family, archival documents, and Heschel's previously unknown writings in Yiddish, German, and Hebrew, the book traces Heschel's life from his birth in Warsaw in 1907 to his emigration to the United States in 1940. Edward Kaplan and Samuel Dresner describe how Heschel came of age in a Hasidic community and reached maturity in secular Jewish Vilna and cosmopolitan Berlin, speaking out as a religious philosopher during the advent of Nazism. They relate how he became a teacher in Berlin, in Martin Buber's education programme in Frankfurt (where his lifelong debate with Buber originated), in Warsaw, and in London, while the several Jewish cultures he had absorbed were being destroyed.They show that he was already intellectually and spiritually mature when he emigrated to the United States, fully prepared for his dual roles as interpreter of Jewish piety and social activist.

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