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Rethinking Elementary Education collects the finest writing about elementary school life and learning from 25 years of Rethinking Schools magazine. The articles in this collection offer practical insights about how to integrate the teaching of content with a social justice lens, seek wisdom from students and their families, and navigate stifling tests and mandates. Teachers and parents will find both inspiration and hope in these pages.
An anthology of more than 60 articles documenting the history and the how-tos of social justice unionism. Together, they describe the growing movement to forge multiracial alliances with communities to defend and transform public education.
Taking a sociocultural approach to understanding violence, the authors in this collection examine how norms of gender, culture and educational practice contribute to school violence, providing strategies to intervene in and address violence in educational contexts.
Rethinking Early Childhood Education is alive with the conviction that teaching young children involves values and vision. This anthology collects inspiring stories about social justice teaching with young children. Included here is outstanding writing from childcare teachers, early-grade public school teachers, scholars, and parents.Early childhood is when we develop our core dispositions -- the habits of thinking that shape how we live. This book shows how educators can nurture empathy, an ecological consciousness, curiosity, collaboration, and activism in young children. It invites readers to rethink early childhood education, reminding them that it is inseparable from social justice and ecological education.An outstanding resource for childcare providers, early-grade teachers, as well as teacher education and staff development programs.
As part of a growing nationwide movement to bring Ethnic Studies into K-12 classrooms, Rethinking Ethnic Studies brings together many of the leading teachers, activists, and scholars in this movement to offer examples of Ethnic Studies frameworks, classroom practices, and organizing at the school, district, and statewide levels. Built around core themes of indigeneity, colonization, anti-racism, and activism, Rethinking Ethnic Studies offers vital resources for educators committed to the ongoing struggle for racial justice in our schools.
Rethinking Globalization offers an extensive collection of readings and source material on critical global issues.
An original argument about the causes and consequences of political violence and the range of strategies employed.
This inspiring collection of accounts from educators and students is “an essential resource for all those seeking to build an antiracist school system” (Ibram X. Kendi). Since 2016, the Black Lives Matter at School movement has carved a new path for racial justice in education. A growing coalition of educators, students, parents and others have established an annual week of action during the first week of February. This anthology shares vital lessons that have been learned through this important work. In this volume, Bettina Love makes a powerful case for abolitionist teaching, Brian Jones looks at the historical context of the ongoing struggle for racial justice in education, and prominent teacher union leaders discuss the importance of anti-racism in their unions. Black Lives Matter at School includes essays, interviews, poems, resolutions, and more from participants across the country who have been building the movement on the ground.
Rethinking Domestic Violence is the third in a series of books by Donald Dutton critically reviewing research in the area of intimate partner violence (IPV). The research crosses disciplinary lines, including social and clinical psychology, sociology, psychiatry, affective neuropsychology, criminology, and criminal justice research. Since the area of IPV is so heavily politicized, Dutton tries to steer through conflicting claims by assessing the best research methodology. As a result, he comes to some very new conclusions. These conclusions include the finding that IPV is better predicted by psychological rather than social-structural factors, particularly in cultures where there is relative gender equality. Dutton argues that personality disorders in either gender account for better data on IPV. His findings also contradict earlier views among researchers and policy makers that IPV is essentially perpetrated by males in all societies. Numerous studies are reviewed in arriving at these conclusions, many of which employ new and superior methodologies than were available previously. After twenty years of viewing IPV as generated by gender and focusing on a punitive "law and order" approach, Dutton argues that this approach must be more varied and flexible. Treatment providers, criminal justice system personnel, lawyers, and researchers have indicated the need for a new view of the problem -- one less invested in gender politics and more open to collaborative views and interdisciplinary insights. Dutton’s rethinking of the fundamentals of IPV is essential reading for psychologists, policy makers, and those dealing with the sociology of social science, the relationship of psychology to law, and explanations of adverse behaviour.
There is a significant problem in our schools: too many boys are struggling. The list of things to concern teachers is long. Disappointing academic results, a lack of interest in studying, higher exclusion rates, increasing mental health issues, sexist attitudes, an inability to express emotions.... Traditional ideas about masculinity are having a negative impact, not only on males, but females too. In this ground-breaking book, Matt Pinkett and Mark Roberts argue that schools must rethink their efforts to get boys back on track. Boys Don’t Try? examines the research around key topics such as anxiety and achievement, behaviour and bullying, schoolwork and self-esteem. It encourages the reader to reflect on how they define masculinity and consider what we want for boys in our schools. Offering practical quick wins, as well as long-term strategies to help boys become happier and achieve greater academic success, the book: offers ways to avoid problematic behaviour by boys and tips to help teachers address poor behaviour when it happens highlights key areas of pastoral care that need to be recognised by schools exposes how popular approaches to "engaging" boys are actually misguided and damaging details how issues like disadvantage, relationships, violence, peer pressure, and pornography affect boys’ perceptions of masculinity and how teachers can challenge these. With an easy-to-navigate three-part structure for each chapter, setting out the stories, key research, and practical solutions, this is essential reading for all classroom teachers and school leaders who are keen to ensure male students enjoy the same success as girls.