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In Between Teaching and Caring in the Preschool, John C. Pruit argues that preschool teaching is more than a set of roles and duties tied to institutional expectations. Drawing on two years of ethnographic fieldwork, twenty-three interviews and countless conversations with preschool teachers, and analysis of preschool documents, Pruit opens the black box of the preschool to show the complexity of the preschool teacher identity as it unfolds in everyday practices of teaching and caring. His analysis of preschool teachers’ talk and interaction addresses pertinent sociological and early childhood education themes, including classroom management, social control, emotions, and identity construction. He demonstrates there is more going on in the preschool than teaching young children and caring for them. Through practices of classroom management and teaching language, preschool teachers socialize children into education contexts and exert social control in and through teaching practices. By managing emotions, preschool teachers also manage impressions of themselves and the preschool. He also shows how preschool teachers use resources like Montessori pedagogy and their lived experience to construct authenticity. Pruit concludes that institutions, such as ECE, shape identities within and away from the institution.
In Intersectionality of Race, Ethnicity, Class, and Gender in Teaching and Teacher Education, the editors bring together scholarship that employs an intersectionality approach to conditions that affect public school children, teachers, and teacher educators. Chapter authors use intersectionality to examine group identities not only for their differences and experiences of oppression, but also for differences within groups that contribute to conflicts among groups. This collection moves beyond single-dimension conceptions that undermines legal thinking, disciplinary knowledge, and social justice. Intersectionality in this collection helps complicate static notions of race, ethnicity, class, and gender in education. Hence, this book stands as an addition to research on educational equity in relation to institutional systems of power and privilege.
This book houses contemporary theoretical and empirical studies by emergent researchers and scholars in the disciplines of ELT, Applied Linguistics and TESOL who address several newly-emerged and emerging issues in the field from their own contexts (predominantly Asian settings). Each chapter, in its own unique way, challenges, unpacks and critiques existing misconceptions and pre-conceived assumptions of the use, learning and teaching of English in today’s fluid and globalised, postmodern era. While some contributors to the book have brought such issues to the forefront through a critical consideration of histories and policies, others have explored how English is enacted, practised, learned, and/or taught across a wide range of settings in order to further illustrate the various manifestations of the worldwide expansion of the language. Together the chapters of this book highlight the current discrepancies and inconsistencies in different areas of interest in the field of ELT, and provide carefully considered suggestions on how to address these issues.
The first comprehensive study of men who work and volunteer with kids in a variety of public settings, this book brings to life diverse histories and experiences of men who have worked as coaches, teachers, youth ministers, probation officers, Big Brothers, Boys/Girls Club staff, 4-H agents, and the like. Drawing on in-depth interviews with men between the ages of 19 and 65, ethnographic observations, and more than twenty years of research on fathers, sociologist Marsiglio explores men's motives for doing youth work, effective interpersonal strategies, the perception and expression of mentoring, the mutual influences that youth work and fathering have on each other, the youth workers' own personal development, and the impact of social policy and programmatic initiatives. He offers a forward-looking vision for getting men more involved, and involved more productively, in helping kids thrive.--From publisher description.
The global trend of declining fertility rates and an increasingly ageing population has serious implications for individuals and institutions alike. Childless men are mostly excluded from ageing, social science and reproduction scholarship and almost completely absent from most national statistics. This unique book examines the lived experiences of a hidden and disenfranchised population: men who wanted to be fathers. It explores the complex intersections that influence childlessness over the life course.
"1. From "Americanization" to "Latinization" 2. "I Just Fell into It": Pathways into the Teaching Profession 3. Cultural Guardians: The Professional Missions of Latina Teachers 4. Co-ethnic Cultural Guardianship: Space, Race and Region 5. Bicultural Myths, Rifts and Shifts 6. Standardized Tests and Workplace Tensions."
RESCUING OUR UNDERACHIEVING SONS is a book written for school administrators, teachers, and parents of very young or school-age sons. This book offers an analysis of one of the really serious issues faced by parents, teachers and all of society, that of the underachievement of boys in the education system. Extensively documented, the book examines how the education system contributes to the underachievement of boys, and the factors which result in many boys failing in school. Meticulous research, combined with personal insights gained by Dr. Brown in his 40 years in education in Canada and the United Kingdom results in an interesting narrative that challenges those with responsibility for helping all children to achieve their full potential.
RESCUING OUR UNDERACHIEVING SONS is a book written for school administrators, teachers, and parents of very young or school-age sons. This book offers an analysis of one of the really serious issues faced by parents, teachers and all of society, that of the underachievement of boys in the education system. Extensively documented, the book examines how the education system contributes to the underachievement of boys, and the factors which result in many boys failing in school. Meticulous research, combined with personal insights gained by Dr. Brown in his 40 years in education in Canada and the United Kingdom results in an interesting narrative that challenges those with responsibility for helping all children to achieve their full potential.