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This collection of lessons and commentaries--from established teachers, teacher educators, scholars, and authors--and its companion website provide numerous resources that support teachers in developing students' contemporary literacies through sports. Love them or loathe them, the prominence of sports in schools and society is undeniable. The emphasis on sports culture presents teachers with countless possibilities for engaging students in the English language arts. Whether appealing to students' passion for sports to advance literacy practices or inviting students to reconsider normalized views by examining sports culture through a critical lens, teachers can make sports a pedagogical ally. This book, a collection of lessons and commentaries from established teachers, teacher educators, scholars, and authors, will support teachers in turning students' extracurricular interests into legitimate options for academic study. With seven interrelated sections--facilitating literature study, providing alternatives to traditional novels, teaching writing, engaging students in inquiry and research, fostering media and digital literacies, promoting social justice, and developing out-of-school literacies--this collection and its companion website provide numerous resources that support teachers in developing students' contemporary literacies through sports. Each section includes (1) four lesson plans written by practicing English teachers and teacher educators that focus on a specific topic and/or method of instruction; (2) a brief introduction from a leading scholar in the field of English education, including Wendy Glenn, Chris Crowe, Joan F. Mitchell, Jeffrey D. Wilhelm, Carl A. Young, Lisa Scherff, and Thomas Newkirk; and (3) a closing "author connection" in which contemporary authors of sports-related young adult literature--Alan Lawrence Sitomer, Ann E. Burg, Chris Lynch, Rich Wallace and Sandra Neil Wallace, Lisa Luedeke, Bill Konigsberg, and Chris Crutcher--offer reflections on and connections to the ongoing conversations. In giving voice to so many literacy educators and authors, including forewords by English teacher educator Peter Smagorinsky and acclaimed sports journalist and fiction and nonfiction writer Robert Lipsyte, as well as an afterword by professor emeritus Joseph O. Milner, editors Alan Brown and Luke Rodesiler have made a giant first step in their call to make public the practice of promoting critical sports literacy as a way of reaching all students in the middle and high school classroom.
Learn how to use literature and informational texts related to sports as an alternative or a supplement to a canon-centric English classroom. This practical book promotes an instructional approach that honors students' knowledge of, interests in, and experiences with sports culture to advance literacy learning. Informed by his own experiences in high school classrooms, the author documents the distinct methods employed by four secondary English teachers in rural, urban, and suburban schools. Each narrative features the voices of teachers and students and details a range of activities that readers can adapt for their unique contexts. Whether teaching traditional English courses or those focused on the study of sports literature, teachers can use this book to tap into students' sporting interests and foster critical readings of sports culture as a mirror to our greater society. Book Features: Adaptable methods for using sports-related content to foster the six language arts: reading, writing, speaking, listening, viewing, and visually representing. Actionable ideas for going beyond sports fandom and, instead, reading sports culture through a critical lens. Implications for incorporating sports culture into the English curriculum, whether teaching traditional courses or a stand-alone sports literature class. Answers to frequently asked questions that can support teachers as they bring sports culture to the English classroom.
Much of the landscape of K-12 education is infused with sports. In the United States and the United Kingdom, nearly half of school-aged children play some form of organized sport. The impact of athletics on schools is enormous when informal athletic activity and the ubiquity of sports merchandise are also taken into account. What does this mean for educators? What challenges and opportunities do sports and athletic participation present to educators serving in K-12 schools? As an introductory text, Sports and K-12 Education addresses these questions through an accessible and engaging collection of chapters divided into three overarching themes: sports and classroom success; sports and identity; and sports, media, and schools. The book’s diverse set of authors—scholars, teachers, administrators, former athletes, athletic directors—offer a multifaceted exploration on a range of topics, including parallels between coaching and teaching, the complexities of student-athlete identity, role conflict among teacher coaches, strategies for supporting athletes from marginalized populations, media representations of female athletes, sports values and teaching, and more.
This book explores a spectrum of literacies relevant to dance, physical education and sports. It examines conceptions of movement literacies, disciplinary literacies and traditional school literacies. It includes theory, research and instructional practice related to the uses of traditional print, multimedia, and embodied physical literacies. These literacies function independently but are also overlapping and mutually reinforcing in comprehensive instructional planning. As movement and activity-related fields continue to explore the potential for multiple literacies, this book introduces numerous possibilities, both conceptual and practical, for consideration. · Pre-service and in-service teachers in dance and physical education programs will learn how to integrate multiple literacies in curriculum design and teaching. · Graduate students will examine theoretical premises of movement and disciplinary literacies and become familiar with original research on these topics. · Teachers, school administrators, coaches and athletic directors will use the book in order to guide the inclusion of movement and activity-based fields in the disciplinary literacy agenda now common in Pre-K through secondary schooling. Media rich chapters, including photographic, video and other graphic images, allow students to access concepts through multiple modalities
For many decades, the LGBTQ+ community has been plagued by strife and human rights violations. Members of the LGBTQ+ community were often denied a right to marriage, healthcare, and in some parts of the world, a right to life. While these struggles are steadily improving in recent years, disparities and discrimination still remain from the workplace to the healthcare that this community receives. There is still much that needs to be done globally to achieve inclusivity and equity for the LGBTQ+ community. The Research Anthology on Inclusivity and Equity for the LGBTQ+ Community is a comprehensive compendium that analyzes the struggles and accomplishments of the LGBTQ+ community with a focus on the current climate around the world and the continued impact to these individuals. Multiple settings are discussed within this dynamic anthology such as education, healthcare, online communities, and more. Covering topics such as gender, homophobia, and queer theory, this text is essential for scholars of gender theory, faculty of both K-12 and higher education, professors, pre-service teachers, students, human rights activists, community leaders, policymakers, researchers, and academicians.
Contains a bibliography of books for young adults that deal with sports and includes over 3,000 titles.
This is a profound look at learning, language, and literacy. It is also about brains and bodies. And it is about talk, texts, media, and society. These topics, though usually studied in different narrow academic silos, are all part of one highly interactive process—human development. Gee argues that children will need to be resilient, imaginative, hopeful, and deliberate learners to survive the deeply complex and unpredictable world in which they live. In a world beset by conflicting ideologies that give rise to hatred, violence, and war, Gee urges us to look to a broader set of ideas from seemingly unrelated disciplines for a viable vision of education. This book proposes a framework of principles that can be used to reconceptualize education, specifically literacy education, to better prepare students to be collaborators toward peace and sustainability. “A highly readable tour de force on development, teaching, and learning in the digital age; I think of Gee as an heir to Dewey.” —David C. Berliner, Arizona State University “This is the boldest and broadest of Gee’s already expansive and influential body of work—a must-read for citizens, parents, educators, and academics.” —Glynda A. Hull, University of California, Berkeley “The world would be a better place if all educators took seriously Gee’s recommendations to keep the ‘long battle for human dignity going’.” —Diana Hess, University of Wisconsin–Madison
Each chapter in this collection offers a practical approach for using literature to engage and empower students to confront aspects of climate crises. Educators from different backgrounds and parts of the world share their experience using novels, short stories, drama, poetry, and nonfiction to help students understand the causes and consequences of climate change as well as how they can contribute to potential solutions.
Educators in the K-12 school environment work diligently to help at-risk students find success in the classroom. One particular group of at-risk students is the LGBTQ+ population. K-12 students who identify as lesbian, gay, bisexual, transgender, or queer often fear the repercussions of disclosing this information in the classroom environment. Homophobia from fellow students, faculty, and/or administrators can be in the form of bullying, lack of acknowledgement of identity, absence in curriculum, etc. There is a strong need for this group of students to be included in the landscape of curriculum design and policymaking. Incorporating LGBTQ+ Identities in K-12 Curriculum and Policy is a critical research publication that provides comprehensive research on inclusive curriculum design and education policy that specifically impacts LGBTQ+ students. Featuring an array of topics such as gender diversity, mental health services, and preservice teachers, this book is essential for teachers, counsellors, school psychologists, therapists, curriculum developers, instructional designers, principals, school boards, academicians, researchers, administrators, policymakers, and students.
Multiliteracies: Beyond Text and the Written Word emphasizes literacies which are, or have been, common in American culture, but which tend to be ignored in more traditional discussions of literacy—specifically textual literacy. By describing multiliteracies or alternative literacies, and how they function, we have tried to develop a broader understanding of what it means to be literate in American culture. The 39 topical essays/chapters included in this work represent a sampler of both old and new literacies that are clearly at work in American culture, and which go beyond more traditional textual forms and models. Multiliteracies: Beyond Text and the Written Word asks: How is the experience of students changing outside of traditional schools, and how do these changes potentially shape the work they do, how they learn, and the lives they lead in schools and less formal settings? This work assumes that our increasing diversity in a postmodern and increasingly global society brings with it demands for a broader understanding of what it means to be literate. Multiliteracy “literally” becomes a necessity. This work is a guidebook to the new reality, which is increasingly so important to schools and the more general culture.