Critical Race Counterstories along the Chicana/Chicano Educational Pipeline


Author: Tara J. Yosso

Publisher: Routledge

ISBN: 1136082581

Category: Education

Page: 208

View: 1510

Chicanas/os are part of the youngest, largest, and fastest growing racial/ethnic 'minority' population in the United States, yet at every schooling level, they suffer the lowest educational outcomes of any racial/ethnic group. Using a 'counterstorytelling' methodology, Tara Yosso debunks racialized myths that blame the victims for these unequal educational outcomes and redirects our focus toward historical patterns of institutional neglect. She artfully interweaves empirical data and theoretical arguments with engaging narratives that expose and analyse racism as it functions to limit access and opportunity for Chicana/o students. By humanising the need to transform our educational system, Yosso offers an accessible tool for teaching and learning about the problems and possibilities present along the Chicano/a educational pipeline.

From Uncle Tom's Cabin to The Help

Critical Perspectives on White-Authored Narratives of Black Life


Author: C. Garcia,V. Young,C. Pimentel

Publisher: Springer

ISBN: 1137446269

Category: Performing Arts

Page: 255

View: 9899

This book surveys the cultural, literary, and cinematic impact of white-authored films and imaginative literature on American society from Harriet Beecher Stowe's Uncle Tom's Cabin to Kathryn Stockett's Th e Hel p .

Active Learning

Social Justice Education and Participatory Action Research


Author: Dana E. Wright

Publisher: Routledge

ISBN: 1317588258

Category: Education

Page: 210

View: 4751

While many educators acknowledge the challenges of a curriculum shaped by test preparation, implementing meaningful new teaching strategies can be difficult. Active Learning presents an examination of innovative, interactive teaching strategies that were successful in engaging urban students who struggled with classroom learning. Drawing on rich ethnographic data, the book proposes participatory action research as a viable approach to teaching and learning that supports the development of multiple literacies in writing, reading, research and oral communication. As Wright argues, in connecting learning to authentic purposes and real world consequences, participatory action research can serve as a model for meaningful urban school reform. After an introduction to the history and demographics of the working-class West Coast neighborhood in which the described PAR project took place, the book discusses the "pedagogy of praxis" method and the project’s successful development of student voice, sociopolitical analysis capacities, leadership skills, empowerment and agency. Topics addressed include an analysis and discussion of the youth-driven PAR process, the reactions of student researchers, and the challenges for adults in maintaining youth and adult partnerships. A thought-provoking response to current educational challenges, Active Learning offers both timely implications for educational reform and recommendations to improve school policies and practices.

Practice What You Teach

Social Justice Education in the Classroom and the Streets


Author: Bree Picower

Publisher: Routledge

ISBN: 1136308652

Category: Education

Page: 152

View: 1503

Many teachers enter the profession with a desire to "make a difference." But given who most teachers are, where they come from, and what pressure they feel to comply with existing school policies, how can they take up this charge? Practice What You Teach follows three different groups of educators to explore the challenges of developing and supporting teachers’ sense of social justice and activism at various stages of their careers: White pre-service teachers typically enrolled in most teacher education programs, a group of new teachers attempting to integrate social justice into their teaching, and experienced educators who see their teaching and activism as inextricably linked. Teacher educator Bree Picower delves into each of these group’s triumphs and challenges, providing strategies and suggestions for all teachers along with her in-depth analysis. By understanding all these challenges, pre-service and in-service teachers, along with teacher educators, will be in a better position to develop the kind of political analysis that lays the foundation for teacher activism. This timely resource helps prepare and support all educators to stand up for equity and justice both inside and outside of the classroom and offers a more nuanced portrait of what the struggle to truly "make a difference" looks like.

Leadership for social justice

promoting equity and excellence through inquiry and reflective practice


Author: Anthony H. Normore

Publisher: Iap


Category: Business & Economics

Page: 308

View: 9547

A volume in Educational Leadership for Social Justice Series Editor Jeffrey S. Brooks, Auburn University The purpose of this book series is to promote research on educational leadership for social justice. Specifically, we seek edited volumes, textbooks, and full!length studies focused on research that explores the ways educational leadership preparation and practice can be a means of addressing equity concerns throughout P-20 education. Within this book Leadership for Social Justice: Promoting Equity and Excellence Through Inquiry and Reflective Practice the contributors provide a variety of rich perspectives to the social justice phenomenon from the lens of empirical, historical, narrative, and conceptual designs. These designs reiterate the importance of bridging theory and practice while simultaneously producing significant research and scholarship in the field. Collectively, the authors seek to give voice to empowering, social justicefocused research-an area that continues to garner much interest in the areas of educational leadership research, teaching, and learning. In conjunction with the "theme" of this issue, the chapters offer research from an American perspective and offer suggestions, and implications for the field of educational leadership on both a national and international level. The collection contributes to research, theory and practice in educational and community settings.


Journal of the Latino Research Center at the University of Nevada, Reno


Author: N.A

Publisher: N.A


Category: Hispanic Americans

Page: N.A

View: 4142

Border-Lines is an interdisciplinary academic journal dedicated to the dissemination of research on Chicana/o-Latina/o cultural, political, and social issues.

Übungen und Spiele für Schauspieler und Nicht-Schauspieler


Author: Augusto Boal

Publisher: Suhrkamp Verlag

ISBN: 351873038X

Category: Performing Arts

Page: 403

View: 6250

Die berühmten Übungen und Spiele Boals liegen hier in einer auf den neuesten Stand gebrachten und stark erweiterten Ausgabe vor. Dabei geht es darum, Zuschauer in Handelnde zu verwandeln. Dieses in 25 Sprachen übersetzte Standardwerk richtet sich an jeden, der die Übungen beruflich oder im Alltag anwenden will – an Schauspieler wie an Laiendarsteller, Pädagogen, Lehrer und Therapeuten. Zugleich gibt der Band Einblick in die Arbeit »des wichtigsten Theatermachers Lateinamerikas« (The Guardian).

Regionale Variation der gesprochenen deutschen Standardsprache - auf Grundlage des Aufsatzes "Regionale Standardisierung, nationale Destandardisierung" (2005)


Author: Göran Norda

Publisher: GRIN Verlag

ISBN: 364053588X

Category: Literary Criticism

Page: 12

View: 8544

Studienarbeit aus dem Jahr 2008 im Fachbereich Germanistik - Linguistik, Note: 1,3, Universität Osnabrück, Sprache: Deutsch, Abstract: Die hier vorliegende Arbeit ist im Rahmen des Seminars 'System und Variation' entstanden und stellt eine Ausarbeitung des Referats 'Regionale Variation' dar. Im Zentrum dieser schriftlichen Ausarbeitung steht der Aufsatz 'Regionale Standardisierung, nationale Destandardisierung' von Helmut Spieckermann aus dem Jahre 2005 und dessen Erkenntnis, dass - bezogen auf den gesprochenen Standard in Südwestdeutschland - „(im weitesten Sinne) allegrosprachliche, nicht-standardsprach-liche, nicht-regionale Merkmale an Bedeutung gewinnen, während ‚Dialektmerkmale’ zurückgehen“ (Spiekermann 2005:100). Dieses Ergebnis einer von Spiekermann durchgeführten empirischen Studie zum Gebrauch der südwestdeutschen Standardsprache scheint folgende Thesen zu bestätigen (vgl. Spiekermann 2005:100 und 105): 1.) Die momentane Entwicklung des Deutschen ist gekennzeichnet durch eine Destandardisierung des nationalen Standards und zwar in dem Sinne, dass „kodifizierte[...] nationale[...] Sprachformen zugunsten (nicht regionalisierter) Nicht-Standard-Formen“ (Spiekermann 2005:100) aufgegeben werden. 2.) Es lässt sich eine regionale Standardisierung der deutschen Sprache beobachten, da „kleinräumige[...] dialektale[...] Merkmale“ (Spiekermann 2005:123) – zumeist zugunsten einer Annäherung an die Standardlautung - abgebaut werden. Im Folgenden dieser Ausarbeitung wird es darum gehen, Spiekermanns Ausführungen zur gesprochenen regionalen Standardvarietät in Südwestdeutschland und die in diesem Zusammenhang aufgestellten Hypothesen zur Standardisierung bzw. Destandardisierung näher zu betrachten und nachzuvollziehen. Zudem soll die Frage geklärt werden, ob zu beobachtende Destandardisierungstendenzen einen Sprachwandel signalisieren (vgl. Spiekermann 2005:100). Nach einigen einleitenden Bemerkungen zur gesprochenen deutschen Standardsprache und zur allgemeinen sprachlichen Situation in Südwestdeutschland wird zunächst Spiekermanns Untersuchung genauer vorgestellt werden. Hiernach werden ausgesuchte Beispiele der Studie in den Vordergrund rücken, gefolgt von einer Schlussbemerkung und der Klärung der Frage, ob die vorliegenden empirischen Daten die eingangs formulierten Thesen untermauern können und ferner auf einen Sprachwandel schließen lassen.