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This timely and important book focuses on the problems of heterosexism and homophobia in schools and explores how these forms of oppression impact LGBTQQ youth, as well as all young people. The author shows how concerned teachers can engage students in literacy practices both in and out of school to develop positive learning environments. The featured vignettes focus on fostering student agency, promoting student activism, and nurturing student allies. With a unique combination of adolescent literacy and teacher action projects, this book offers a valuable model for educators interested in creating safe learning communities for all students.
Disrupting Hate in Education aims to identify and respond to the ideological forms of hate and fear that are present in schools, which echo larger nativist and populist agendas. Contributions to this volume are international in scope, providing powerful examples from US schools and communities, examining anti-extremism work in the UK, the "saffronization" of schools in India, struggles to re-orient the villainization of teachers in Brazil, and more. Written by a dynamic group of activist educators and critical researchers, chapters demonstrate how conservative mobilizations around collective identities gain momentum, and how these mobilizations can be interrupted. Out of these interruptions come new opportunities to practice a critically democratic education that hinges upon risk-taking, deep dialogue, and creating a space for common dignity.
This award-winning book continues to resonate with teachers and inspire their teaching because it focuses on the joy of reading and how it can engage and even transform readers. In a time of next generation standards that emphasize higher-order strategies, text complexity, and the reading of nonfiction, “You Gotta BE the Book” continues to help teachers meet new challenges including those of increasing cultural diversity. At the core of Wilhelm’s foundational text is an in-depth account of what highly motivated adolescent readers actually do when they read, and how to help struggling readers take on those same stances and strategies. His work offers a robust model teachers can use to prepare students for the demands of disciplinary understanding and for literacy in the real world. The Third Edition includes new commentaries and tips for using visual techniques, drama and action strategies, think-aloud protocols, and symbolic story representation/reading manipulatives. Book Features: A data-driven theory of literature and literary reading as engagement.A case for undertaking teacher research with students.An approach for using drama and visual art to support readers’ comprehension. Guidance for assisting students in the use of higher-order strategies of reading (and writing) as required by next generation standards like the Common Core.Classroom interventions to help all students, especially reluctant ones, become successful readers. “This book points the way for us to cast our students as experts and collaborators in the educational enterprise.” —From the Foreword by Michael W. Smith, Temple University, College of Education “Simply put, it is a classic—timeless in its basic approach and yet full of relevant ideas and strategies for the era of Common Core.” —Deborah Appleman, Carleton College On the Second Edition: “This important book remains on the must-read list for literacy teachers working with adolescent learners.” —CHOICE “I hope this book is read and considered by all the stakeholders who can make a difference in education by following Wilhelm's lead of improving instruction to enhance students’ lives.” —Journal of Adolescent and Adult Literacy
Nina G bills herself as “The San Francisco Bay Area’s Only Female Stuttering Comedian.” On stage, she encounters the occasional heckler, but off stage she is often confronted with people’s comments toward her stuttering; listeners completing her sentences, inquiring, “Did you forget your name?” and giving unwanted advice like “slow down and breathe” are common. (As if she never thought about slowing down and breathing in her over thirty years of stuttering!) When Nina started comedy nearly ten years ago, she was the only woman in the world of stand-up who stuttered—not a surprise, since men outnumber women four to one amongst those who stutter and comedy is a male-dominated profession. Nina’s brand of comedy reflects the experience of many people with disabilities in that the problem with disability isn’t in the person with it but in a society that isn’t always accessible or inclusive.
A provocative book about rethinking hatred and violence in America Over the centuries American society has been plagued by brutality fueled by disregard for the humanity of others: systemic violence against Native peoples, black people, and immigrants. More recent examples include the Steubenville rape case and the murders of Matthew Shepard, Jennifer Daugherty, Marcelo Lucero, and Trayvon Martin. Most Americans see such acts as driven by hate. But is this right? Longtime activists and political theorists Kay Whitlock and Michael Bronski boldly assert that American society’s reliance on the framework of hate to explain these acts is wrongheaded, misleading, and ultimately harmful. All too often Americans choose to believe that terrible cruelty is aberrant, caused primarily by “extremists” and misfits. The inevitable remedy of intensified government-based policing, increased surveillance, and harsher punishments has never worked and does not work now. Stand-your-ground laws; the US prison system; police harassment of people of color, women, and LGBT people; and the so-called war on terror demonstrate that the remedies themselves are forms of institutionalized violence. Considering Hate challenges easy assumptions and failed solutions, arguing that “hate violence” reflects existing cultural norms. Drawing upon social science, philosophy, theology, film, and literature, the authors examine how hate and common, even ordinary, forms of individual and group violence are excused and normalized in popular culture and political discussion. This massive denial of brutal reality profoundly warps society’s ideas about goodness and justice. Whitlock and Bronski invite readers to radically reimagine the meaning and structures of justice within a new framework of community wholeness, collective responsibility, and civic goodness.
Functions of American English is for adults and young adults at high intermediate and advanced levels who need to learn to communicate effectively with the English they have acquired.
Backed by solid research, Writing Instruction That Works answers the following question: What is writing instruction today and what can it be tomorrow? This up-to-date, comprehensive book identifies areas of concern for the ways that writing is being taught in todays secondary schools. The authors offer far-reaching direction for improving writing instruction that assist both student literacy and subject learning. They provide many examples of successful writing practices in each of the four core academic subjects (English, mathematics, science, and social studies/history), along with guidance for meeting the Common Core standards. The text also includes sections on Technology and the Teaching of Writing and English Language Learners.
Building on her award-winning research (featured in Playing Their Way into Literacies) which emphasizes that play is an early literacy, Wohlwend has developed a curricular framework for children ages 3 to 8. The Literacy Playshop curriculum engages children in creating their own multimedia productions, positioning them as media makers rather than passive recipients of media messages. The goal is to teach young children to critically interpret the daily messages they receive in popular entertainment that increasingly blur toys, stories, and advertising. The first half of this practical resource features case studies that show how six early childhood teachers working together in teacher study groups developed and implemented play-based literacy learning and media production. The second half of the book provides a Literacy Playshop framework with professional development and classroom activities, discussion questions, and technology try-it sections. This user-friendly book will inspire and support teachers in designing their own Literacy Playshops.
All students can benefit from a deeper understanding of how our language works. Playing With Language shows elementary school educators (K–6) how to think about, talk about, and manipulate language out of context. This cognitive skill set, known as metalinguistic awareness, is an important component of reading ability. This practical guide scales activities and teaching suggestions to students’ age, linguistic background, and individual strengths and challenges. The authors offer suggestions for introducing metalinguistic concepts like phonological, semantic, and syntactic awareness with fun activities like games, songs, rhymes, and riddles. The book also identifies and explains research that supports using metalinguistic teaching with diverse students and English learners to build skills in multiple areas, including reading comprehension and decoding ability. Teachers will find that students introduced to language play become continually engaged with language, finding real-world examples with wonder and delight. Book Features: Compiles information on all forms of metalinguistic awareness (MA), spanning different linguistic units and developmental reading levels.Contains personal anecdotes and classroom-testedÊinstructional recommendations for encouraging language play. Presents research on how individual language skills affect reading ability.Offers suggestions for full lesson plans with small groups or whole classes of children, as well as ideas for infusing MA activities into everyday exchanges and book choices.
The authors bring to life the theory of mediated learning. Through numerous examples and scenarios from classrooms and museums, they show how mediated learning helps children to become more effective learners. --from publisher description.