ISBN:
9789460914249
Language:
English
Pages:
Online-Ressource (XII, 140p, digital)
Series Statement:
Transgressions: Cultural Studies and Education 65
Series Statement:
Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
Series Statement:
SpringerLink
Series Statement:
Bücher
Parallel Title:
Buchausg. u.d.T.
Keywords:
Educational equalization
;
Progressive education
;
Education
;
Education
Abstract:
Preliminary Material -- Introduction -- Movements, People, and Events -- Technology, Diversity, and Popular Culture -- Collaborative Activism -- Theorizing Identities -- Resources and References -- References -- About the Author.
Abstract:
The United States is more ideologically, philosophically, culturally, linguistically, racially, and ethnically diverse than she has been in any given point in her history; however, many of her citizens are currently living in a state of fear. What stands out the most is how we allow this fear to take over our lives in multiple ways. We fear our neighbors; therefore, we do not engage them. We fear young people and the way they look; therefore, we do not have conversations with them. We fear the possibility of terrorists’ attacks; therefore, we utilize eavesdropping and surveillance devices on our citizens. There are some of us who fear the lost of gun rights; therefore, we stockpile weapons. We fear anything that is different from who we are and what we believe. This nation has, at many points within our history, become more united because of our fear; however, as our borders, physical and virtual, become less protective and the opportunities to connect more via the digital world expand, we must educate our citizenry to not live in fear but in hope. To teach, learn, and lead democratically requires the individual to engage in problem posing and in critiquing taken-for-granted narratives of power and privilege. Critical change occurs with significant self-sacrifice, potential alienation/rejection, and costly consequences. Educators must do justice to the larger social, public, and institutional responsibility of our positions, and we must exercise courage in creating opportunities for change. Diversity, Equity, and Inclusive Education: A Voice from the Margins, provides the space and opportunity to move beyond a state of fear, into a state of “organic transformation,” a place where fear creates the energy to speak those things that are not, as though they were
Description / Table of Contents:
DEDICATION; TABLE OF CONTENTS; PREFACE; ACKNOWLEDGEMENTS; CHAPTER 1:INTRODUCTION; ONE NATION, ONE WORLD: THE RISE OF A GLOBAL COMMUNITY; EDUCATION: THE UN-KEPT PROMISE; PERSONAL REFLECTION; DIVERSITY WORK IN HIGHER EDUCATION; GLOSSARY; CHAPTER 2: MOVEMENTS, PEOPLE, AND EVENTS:Creating a New World; WHAT LAND OF THE FREE, HOME OF THE BRAVE?; DOLLS, JACKS, AND TONKA TRUCKS; DISCOURSES ON MULTICULTURALISM AND DIVERSITY; EVOLUTION OF MULTICULTURAL EDUCATION AND DIVERSITY; GLOSSARY; CHAPTER 3: TECHNOLOGY, DIVERSITY, AND POPULAR CULTURE; POST RACIAL AMERICA: GIVE ME A BREAK
Description / Table of Contents:
TEACHING THE MILLENIALS: A LIBERATORY PRACTICEKEYS FOR SUCCESSFUL STUDENTS/INDIVIDUALS; List seven things that could help you do your best at school and at home:; List five goals you have for yourself to complete over the next 12 months:; List three bad habits you will work on eliminating over the next two weeks:; List five good/healthy habits you will develop and maintain over the next two weeks:; List two people you will forgive right now and let them know you have forgiven them.; List three places you will volunteer sometime to the next 2 months:
Description / Table of Contents:
List three ways in which you will challenge yourself:List three ways in which you will show honor to those who take care of you:; List seven of your talents:; Dress for Success; GLOSSARY; CHAPTER 4: COLLABORATIVE ACTIVISM; THE 21ST CENTURY UNIVERSITY; HISTORICAL OVERVIEW: INITIATIVES ENGAGED; Comparison Data: Peer Institutions; Ten Year P & T Data by Ethnicity; MENTORING AND SUPPORTING FACULTY OF COLOR; SPECIAL COMMITTEE RECOMMENDATIONS; SPECIAL CAMPUS COUNCIL; Summary from Data; RECOMMENDATIONS FROM THE DATA; Communication and Awareness; Faculty Related Issues; Further Education
Description / Table of Contents:
Group-specific RequestsCAMPUS CLIMATE SURVEY RESPONDENT INCLUSIVE TASK FORCE; THE BEGINNING OF THE INITIATIVE; STATUS OF TASK FORCE; SUMMARY/CONCLUSION; A MESSAGE TO HIGHER EDUCATION; GLOSSARY; CHAPTER 5: THEORIZING IDENTITIES; MY PERSPECTIVE: C. P. GAUSE, PH.D; GLOSSARY; CHAPTER 6: RESOURCES AND REFERENCES; CASE STUDY 1: LIFE AND TIMES AT LINCOLN JUNIOR-SENIOR HIGH; Case Narrative; Principal.; Assistant Principal.; The Issues Demographics.; TEACHING NOTES; Lincoln Conversation: Issues for Reflection and Application; Reflective Case Questions; MINI CASE STUDY 1; Case Scenario
Description / Table of Contents:
MINI CASE STUDY 2Case Scenario; MINI CASE STUDY 3; Case Scenario; INSTRUCTIONAL BEST PRACTICES FOR TEACHERS; WEBSITES; PRESIDENT LYNDON BAINES JOHNSON: COMMENCEMENT ADDRESS AT HOWARD UNIVERSITY; THE DECLARATION OF INDEPENDENCE; THE CONSTITUTION OF THE UNITED STATES OF AMERICA; Article I Section 1.; Section 2.; Section 3.; Section 4.; Section 5.; Section 6.; Section 7.; Section 8.; Section 9.; Section 10.; Article II Section 1.; Section 2.; Section 3.; Section 4.; Article III Section 1.; Section 2.; Section 3.; Article IV Section 1.; Section 2.; Section 3.; Section 4.; Article V; Article VI
Description / Table of Contents:
Article VII
Note:
Includes bibliographical references
DOI:
10.1007/978-94-6091-424-9
URL:
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