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Critical Service Learning Toolkit: Social Work Strategies for Promoting Healthy Youth Development
by Annette Johnson Cassandra McKay-Jackson Giesela GrumbachCritical Service Learning Toolkit offers a strengths-based, interdisciplinary approach to promoting social competence while enhancing emotional and academic skill development. Designed as a user-friendly guide to carrying out successful CSL projects, this Toolkit provides practitioners with step-by-step assistance in planning, implementing, and evaluating Critical Service Learning (CSL) projects in elementary and high schools. CSL trains youth to become active and conscientious citizens through engagement and leadership experiences that meet real needs in the community. This approach is unique in that it places the youth/student at the center of the process. Prioritizing social and emotional learning (SEL) and school engagement, CSL changes the role of the school-based, counseling professional into that of a facilitator who encourages skill-building, reflection, and civic engagement. Cultivating self-awareness, social-consciousness, and critical-thinking skills, brainstorming and community web mapping activities serve as the cornerstone of CSL and allow youth to become comfortable articulating concerns about their communities. By extending learning beyond the classroom and into the community, CSL enhances what is taught throughout the school curriculum, at all levels, and fosters a sense of civic responsibility and social agency.
Critical Service Learning Toolkit: Social Work Strategies for Promoting Healthy Youth Development
by Annette Johnson Cassandra McKay-Jackson Giesela GrumbachCritical Service Learning Toolkit offers a strengths-based, interdisciplinary approach to promoting social competence while enhancing emotional and academic skill development. Designed as a user-friendly guide to carrying out successful CSL projects, this Toolkit provides practitioners with step-by-step assistance in planning, implementing, and evaluating Critical Service Learning (CSL) projects in elementary and high schools. CSL trains youth to become active and conscientious citizens through engagement and leadership experiences that meet real needs in the community. This approach is unique in that it places the youth/student at the center of the process. Prioritizing social and emotional learning (SEL) and school engagement, CSL changes the role of the school-based, counseling professional into that of a facilitator who encourages skill-building, reflection, and civic engagement. Cultivating self-awareness, social-consciousness, and critical-thinking skills, brainstorming and community web mapping activities serve as the cornerstone of CSL and allow youth to become comfortable articulating concerns about their communities. By extending learning beyond the classroom and into the community, CSL enhances what is taught throughout the school curriculum, at all levels, and fosters a sense of civic responsibility and social agency.
Critical Sites of Inclusion in India’s Higher Education
by Papia SenguptaThis book acquaints the reader to the often invisible-ized practices and policies under the rhetoric of ‘inclusion’, through theoretical and empirical analysis. It emphasizes on the complexities of education policies in a multicultural state by identifying the challenges to the idea of ‘inclusion’ illuminated through judicial interventions, policy-frameworks and everyday experiences of individuals. Higher education is imperative to empowerment in socially stratified societies marred with deep inequalities like India and many other multicultural countries. Disputes over inclusion remains a critical feature in Indian higher education sector, as it is viewed as facilitating access to economic opportunities and providing vertical mobility for individuals belonging to marginalized communities. Higher education empowers, and expands individual horizons of thought and ideas of freedom, dignity, equality, enabling individuals to participate actively in the political-sociological discourses in democratic polity. Therefore, policy makers, political theorists and educationists have been examining the question of inclusion and education as public-good. Contemporary India has witnessed an unprecedented attack on academic freedom, free exchange of ideas and expressions, challenging the very idea of inclusion and inclusiveness.
Critical Social Issues in American Education: Democracy and Meaning in a Globalizing World
by H. Svi Shapiro David E. PurpelThis text-reader brings together powerful readings that critically situate issues of education in the context of the major cultural, moral, political, economic, ecological, and spiritual crises that confront us as a nation and a global community. It provides a focus and a conceptual framework for thinking about education in light of these issues. Readers are exposed to the thinking of some of the best and most insightful social and educational commentators. Critical Social Issues in American Education: Democracy and Meaning in a Globalizing World, Third Edition, is intended to work on two levels. First, it helps readers to develop an awareness of how education is connected to the wider social structures of cultural, political, and economic life. Second, it encourages not only a critical examination of our present social reality but also a serious discussion of alternatives--of what a transformed society and educational process might look like. The editors' goal is to deliberately engage readers in connecting the work of teachers to an ethically committed, politically charged pedagogy. The assumption on which they base the text is that educators must see their work as inextricably linked to the broader conflicts, stresses, and crises of the social world--it is not otherwise possible to make sense of what is happening educationally. What happens in school, or as part of the educational experience, reflects, expresses, and mediates profound questions about the direction and nature of the society we inhabit. The text is organized thematically into five sections, which address, respectively, social justice and democracy; consumerism, culture, and public education; marginality and difference; moral and spiritual perspectives on education; and globalization and education. Each section is preceded by a brief essay that introduces the readings. This Third Edition includes many new readings and addresses issues that have more recently emerged as especially significant--such as concerns about the implications of globalization and the post 9/11 world, commercialism, violence, and the ever-increasing influence of high stakes testing. This compelling text is relevant for a wide range of courses in educational foundations, educational policy, curriculum studies, and multicultural education that address the social context of education, cultural and political change, and public policy.
Critical Social Issues in American Education: Democracy and Meaning in a Globalizing World
by H. Svi Shapiro David E. PurpelThis text-reader brings together powerful readings that critically situate issues of education in the context of the major cultural, moral, political, economic, ecological, and spiritual crises that confront us as a nation and a global community. It provides a focus and a conceptual framework for thinking about education in light of these issues. Readers are exposed to the thinking of some of the best and most insightful social and educational commentators. Critical Social Issues in American Education: Democracy and Meaning in a Globalizing World, Third Edition, is intended to work on two levels. First, it helps readers to develop an awareness of how education is connected to the wider social structures of cultural, political, and economic life. Second, it encourages not only a critical examination of our present social reality but also a serious discussion of alternatives--of what a transformed society and educational process might look like. The editors' goal is to deliberately engage readers in connecting the work of teachers to an ethically committed, politically charged pedagogy. The assumption on which they base the text is that educators must see their work as inextricably linked to the broader conflicts, stresses, and crises of the social world--it is not otherwise possible to make sense of what is happening educationally. What happens in school, or as part of the educational experience, reflects, expresses, and mediates profound questions about the direction and nature of the society we inhabit. The text is organized thematically into five sections, which address, respectively, social justice and democracy; consumerism, culture, and public education; marginality and difference; moral and spiritual perspectives on education; and globalization and education. Each section is preceded by a brief essay that introduces the readings. This Third Edition includes many new readings and addresses issues that have more recently emerged as especially significant--such as concerns about the implications of globalization and the post 9/11 world, commercialism, violence, and the ever-increasing influence of high stakes testing. This compelling text is relevant for a wide range of courses in educational foundations, educational policy, curriculum studies, and multicultural education that address the social context of education, cultural and political change, and public policy.
Critical Social Justice Education and the Assault on Truth in White Public Pedagogy: The US-Dakota War Re-Examined
by Rick LybeckThis book explores tensions between critical social justice and what the author terms white justice as fairness in public commemoration of Minnesota’s US-Dakota War of 1862. First, the book examines a regional white public pedagogy demanding “objectivity” and “balance” in teaching-and-learning activities with the purpose of promoting fairness toward white settlers and the extermination campaign they once carried out against Dakota people. The book then explores the dilemmas this public pedagogy created for a group of majority-white college students co-authoring a traveling museum exhibit on the war during its 2012 sesquicentennial. Through close analyses of interviews, field notes, and course artifacts, this volume unpacks the racial politics that drive white justice as fairness, revealing a myriad of ways this common sense of justice resists critical social justice education, foremost by teaching citizens to suspend moral judgment toward symbolic white ancestors and their role in a history of genocide.
Critical Storytelling in Uncritical Times (Constructing Knowledge: Curriculum Studies in Action)
by Nicholas D. Hartlep Brandon O. Hensley"Critical Storytelling in Uncritical Times shares the stories of students and a professor in a Cultural Foundations of Education Course. Storytellers in this volume grapple with issues of white privilege, racial microaggressions, bullying , cultural barriers, immigration, and other forms of struggle in educational settings. The disciplinary backgrounds of the authors are diverse: Psychology, Communication Studies, Higher Education Administration, and Educational Foundations. The authors write stories about their role(s) in resisting (or failing to resist) hegemony, and their contributions draw attention to critical problems scholars and practitioners find in 21st century schooling.This anthology was planned, written, and edited by course participants. The stories shared in each chapter were completely at the discretion of the author. By making themselves vulnerable, participants investigated stories that mattered to them. This book engages a community of critical voices in an uncritical age."
Critical Storytelling in Uncritical Times: Undergraduates Share Their Stories in Higher Education (Constructing Knowledge: Curriculum Studies in Action)
by Nicholas D. Hartlep Brandon O. Hensley Carmella J. Braniger Michael E. JenningsCritical Storytelling in Uncritical Times shares the stories of undergraduate students and educators in U.S. higher education. Storytellers in this volume grapple with issues of bullying, stigma surrounding mental health, cultural barriers, gender inequity, and other forms of struggle in educational settings. The disciplinary backgrounds of the authors are diverse, including Psychology, English, Communication Studies, Business, and Educational Foundations. The authors write stories about their role(s) in resisting (or failing to resist) oppressive conditions in schooling, and their contributions draw attention to critical problems in 21st century. This anthology was planned, written, and edited by students and four faculty members. The stories shared in each chapter were completely at the discretion of the contributor. By making themselves vulnerable, participants investigated stories of personal and social import. This book engages a community of critical voices in an age where critical storytelling has never mattered more. “Critical Storytellling in Uncritical Times is a pulsating work of self and social discovery, where autoethnographic accounts of high school students, pre-service teachers and teachers are assembled into a ‘cut and mix,’ a flux-and-change ethnographic prism that enables readers to view students as educators and educators and future educators as students. It is a book that shows how alliances for social justice can be formed that transcend race, class, age, gender, sexuality and social capital. All of us in the teaching profession would do well to read this book together with their students.” – Peter McLaren, Distinguished Professor, Chapman University
Critical Studies in Indian Grammarians I: The Theory of Homogeneity (Savar?ya) (Michigan Series In South And Southeast Asian Languages And Linguistics)
by Madhav M. DeshpandeIn the historical study of the Indian grammarian tradition, a line of demarcation can often be drawn between the conformity of a system with the well-known grammar of Pa?ini and the explanatory effectiveness of that system. One element of Pa?ini’s grammar that scholars have sometimes struggled to bring across this line of demarcation is the theory of homogeneity, or savar?ya, which concerns the final consonants in Pa?ini’s reference catalog, as well as phonetic similarities between sounds. While modern Sanskrit scholars understand how to interpret and apply Pa?ini’s homogeneity, they still find it necessary to unravel the history of varying interpretations of the theory in subsequent grammars. Madhav Deshpande’s The Theory of Homogeneity provides a thorough account of the historical development of the theory. Proceeding first to study this conception in the Pa?inian tradition, Deshpande then passes on to other grammatical systems. Deshpande gives attention not only to the definitions of homogeneity in these systems but also the implementation of the theory in those respective systems. Even where definitions are identical, the concept may be applied quite differently, in which cases Deshpande examines by considering the historical relationships among the various systems.
A Critical Study of Thailand's Higher Education Reforms: The culture of borrowing (Routledge Critical Studies in Asian Education)
by Rattana LaoThis book offers a critical examination of contemporary higher education reforms in Thailand situated in the broader historical, socio-economic and political changes. Through a qualitative case study with three methods of inquiry, this book explores why different 'global education policies' such quasi-privatisation, internationalization, as quality assessment (QA) have resonated in Thailand higher education sector. Grounded in policy borrowing and lending, this book uses the politics, economics and culture of borrowing to analyse major reforms in Thailand for the past one hundred years. It is argued that historical legacy, policy contexts and belief systems of policy elites play pivotal roles in facilitating policy changes or the lack thereof. While historical analysis elucidates that the Thai state has always been an active borrower of western ideas, the perseverance of the 'Thai-ness' discourse has often been used to suggest its so-called independence and idiosyncrasy. This in-depth analysis of the Thai case aims to contribute to the critical studies in Asian education, comparative higher education, policy borrowing and lending and Thai studies. The Culture of Borrowing intensively studies the policy appropriation in the Thai education system by analysing: • Selective Borrowing and the Historical Development of Thai Higher Education • The Asian Economic Crisis as Window of Opportunity: Autonomous University • Internationalization of Teaching: Quantitative and Qualitative Challenges • The Emergence of Quality Policies and their Rationales • The Intended and Unintended Consequences of Quality Policies This book will appeal to researchers in Education, particularly to scholars studying educational policies within the context of tertiary education. It will also interest scholars specialising in Asian and South-east Asian Studies.
A Critical Study of Thailand's Higher Education Reforms: The culture of borrowing (Routledge Critical Studies in Asian Education)
by Rattana LaoThis book offers a critical examination of contemporary higher education reforms in Thailand situated in the broader historical, socio-economic and political changes. Through a qualitative case study with three methods of inquiry, this book explores why different 'global education policies' such quasi-privatisation, internationalization, as quality assessment (QA) have resonated in Thailand higher education sector. Grounded in policy borrowing and lending, this book uses the politics, economics and culture of borrowing to analyse major reforms in Thailand for the past one hundred years. It is argued that historical legacy, policy contexts and belief systems of policy elites play pivotal roles in facilitating policy changes or the lack thereof. While historical analysis elucidates that the Thai state has always been an active borrower of western ideas, the perseverance of the 'Thai-ness' discourse has often been used to suggest its so-called independence and idiosyncrasy. This in-depth analysis of the Thai case aims to contribute to the critical studies in Asian education, comparative higher education, policy borrowing and lending and Thai studies. The Culture of Borrowing intensively studies the policy appropriation in the Thai education system by analysing: • Selective Borrowing and the Historical Development of Thai Higher Education • The Asian Economic Crisis as Window of Opportunity: Autonomous University • Internationalization of Teaching: Quantitative and Qualitative Challenges • The Emergence of Quality Policies and their Rationales • The Intended and Unintended Consequences of Quality Policies This book will appeal to researchers in Education, particularly to scholars studying educational policies within the context of tertiary education. It will also interest scholars specialising in Asian and South-east Asian Studies.
Critical Teaching and Everyday Life
by Ira ShorIn this unique book on education, Shor develops teaching theory side-by-side with a political analysis of schooling. Drawing on the work of Paulo Freire, he offers the first practical and theoretical guide to Freirean methods for American classrooms. Central to his method is a commitment to learning through dialogue and to exploring themes from everyday life. He poses alienation and mass culture as key obstacles to learning, and establishes critical literacy as a foundation for studying any subject.
Critical Teaching Behaviors: Defining, Documenting, and Discussing Good Teaching
by Lauren Barbeau Claudia Cornejo HappelWhat does “good” teaching mean, and how can we know it when we see it? Perhaps you have grappled with these questions at some point in your career, either as an instructor wanting to document or grow your teaching effectiveness or as a peer or administrator trying to provide guidance to or assess the teaching of others.This book serves three purposes: a condensed, evidence-based guide to effective teaching; a resource on creating a focused teaching narrative and teaching portfolio; and a toolkit that equips faculty to conduct peer observations, student midterm feedback, and productive conversations related to teaching.The first part of the book offers a rich guide as to what constitutes effective teaching based on a comprehensive review of the research on instructional strategies and behaviors that promote student engagement, learning, and success. It includes practical advice flexible enough to accommodate disciplinary and contextual differences, recognizing that readers will want to adapt effective behaviors based on their values and dispositions.The opening chapters successively cover aligning classroom activities to learning goals; teaching inclusively to account for students’ prior learning and diversity; creating an environment that promotes students’ active engagement in learning and taking responsibility for their intellectual development; assessing students’ progress and adjusting teaching accordingly; using technology effectively; and finally engaging in reflective self-assessment with feedback from peers and students to adjust and develop teaching skills.In the second part of the book, the authors offer structured guidance on developing a focused teaching narrative, gathering peer and student feedback to support that narrative, and curating a portfolio to showcase exemplary practices and achievements. The insights and tools presented also equip readers to facilitate classroom peer observations and gather midterm student feedback. Overall, the second part of the book provides readers with a common language and tools to use when discussing teaching with peers and those who may formally or informally observe their teaching. The book builds to providing the reader with a clear sense of the criteria and evidence needed to document their teaching for the purposes of annual review, promotion, or tenure.The now widely recognized Critical Teaching Behaviors (CTB) framework offers a holistic means of documenting and assessing teaching effectiveness by including a variety of evidence and perspectives. The comprehensive feedback and documentation toolkit aligned to the framework incorporates more of the instructor’s perspective on their own teaching into the evaluation process and substitutes for or supplements student evaluations of teaching (SETs). Administrators will also find the CTB useful as a template and guide for the objective evaluation of teaching.In a single volume, this book offers faculty evidence-based guidance and encouragement to explore effective teaching strategies whether they are just embarking on their college teaching journey or are experienced instructors looking to explore new ideas. The CTB presents instructors a roadmap to both developing teaching skills and demonstrating achievements in promoting student learning to advance their careers. It is designed to be an interactive workbook. While readers can choose to read passively, they will get the most value from this book by completing the prompts and activities along the way.
Critical Teaching Behaviors: Defining, Documenting, and Discussing Good Teaching
by Lauren Barbeau Claudia Cornejo HappelWhat does “good” teaching mean, and how can we know it when we see it? Perhaps you have grappled with these questions at some point in your career, either as an instructor wanting to document or grow your teaching effectiveness or as a peer or administrator trying to provide guidance to or assess the teaching of others.This book serves three purposes: a condensed, evidence-based guide to effective teaching; a resource on creating a focused teaching narrative and teaching portfolio; and a toolkit that equips faculty to conduct peer observations, student midterm feedback, and productive conversations related to teaching.The first part of the book offers a rich guide as to what constitutes effective teaching based on a comprehensive review of the research on instructional strategies and behaviors that promote student engagement, learning, and success. It includes practical advice flexible enough to accommodate disciplinary and contextual differences, recognizing that readers will want to adapt effective behaviors based on their values and dispositions.The opening chapters successively cover aligning classroom activities to learning goals; teaching inclusively to account for students’ prior learning and diversity; creating an environment that promotes students’ active engagement in learning and taking responsibility for their intellectual development; assessing students’ progress and adjusting teaching accordingly; using technology effectively; and finally engaging in reflective self-assessment with feedback from peers and students to adjust and develop teaching skills.In the second part of the book, the authors offer structured guidance on developing a focused teaching narrative, gathering peer and student feedback to support that narrative, and curating a portfolio to showcase exemplary practices and achievements. The insights and tools presented also equip readers to facilitate classroom peer observations and gather midterm student feedback. Overall, the second part of the book provides readers with a common language and tools to use when discussing teaching with peers and those who may formally or informally observe their teaching. The book builds to providing the reader with a clear sense of the criteria and evidence needed to document their teaching for the purposes of annual review, promotion, or tenure.The now widely recognized Critical Teaching Behaviors (CTB) framework offers a holistic means of documenting and assessing teaching effectiveness by including a variety of evidence and perspectives. The comprehensive feedback and documentation toolkit aligned to the framework incorporates more of the instructor’s perspective on their own teaching into the evaluation process and substitutes for or supplements student evaluations of teaching (SETs). Administrators will also find the CTB useful as a template and guide for the objective evaluation of teaching.In a single volume, this book offers faculty evidence-based guidance and encouragement to explore effective teaching strategies whether they are just embarking on their college teaching journey or are experienced instructors looking to explore new ideas. The CTB presents instructors a roadmap to both developing teaching skills and demonstrating achievements in promoting student learning to advance their careers. It is designed to be an interactive workbook. While readers can choose to read passively, they will get the most value from this book by completing the prompts and activities along the way.
Critical Themes in Drama: Social, Cultural and Political Analysis (Learning Through Theatre)
by Kelly Freebody Michael FinneranCritical Themes in Drama is concerned with the relationship between drama and the current socio-political context. It builds on and contributes to ongoing scholarly conversations regarding the use, benefit, challenges and opportunities for drama and theatre as a social, cultural, educational and political act. The intention of this book is to canvas current theory and practice in drama, to provide an extended examination of how drama as a pro-social practice intersects with socio-cultural institutions, to link critical discourse and examine ways drama may contribute to a broader social justice agenda. Authors draw on a variety of theoretical tools from the fields of sociology, anthropology and cultural studies. This combines with an exploration of work from drama practitioners across a variety of countries and practices to provide a map of how the field is shaped and how we might understand drama praxis as a social, cultural and political force for change. This book offers drama scholars, practitioners, researchers and teachers a critical exploration which is both hopeful and critical; acknowledging the complexities and potential pitfalls, while celebrating the opportunities for drama as a practice for social action and positive change.
Critical Themes in Drama: Social, Cultural and Political Analysis (Learning Through Theatre)
by Kelly Freebody Michael FinneranCritical Themes in Drama is concerned with the relationship between drama and the current socio-political context. It builds on and contributes to ongoing scholarly conversations regarding the use, benefit, challenges and opportunities for drama and theatre as a social, cultural, educational and political act. The intention of this book is to canvas current theory and practice in drama, to provide an extended examination of how drama as a pro-social practice intersects with socio-cultural institutions, to link critical discourse and examine ways drama may contribute to a broader social justice agenda. Authors draw on a variety of theoretical tools from the fields of sociology, anthropology and cultural studies. This combines with an exploration of work from drama practitioners across a variety of countries and practices to provide a map of how the field is shaped and how we might understand drama praxis as a social, cultural and political force for change. This book offers drama scholars, practitioners, researchers and teachers a critical exploration which is both hopeful and critical; acknowledging the complexities and potential pitfalls, while celebrating the opportunities for drama as a practice for social action and positive change.
A Critical Theology of Genesis: The Non-Absolute God (Radical Theologies and Philosophies)
by Itzhak BenyaminiIn this book Itzhak Benyamini presents an alternative reading of Genesis, a close textual analysis from the story of creation to the binding of Isaac. This reading offers the possibility of a soft relation to God, not one characterized by fear and awe. The volume presents Don-Abraham-Quixote not as a perpetual knight of faith but as a cunning believer in the face of God's demands of him. Benyamini reads Genesis without making concessions to God, asking about Him before He examines the heart of Adam, Noah, Abraham, and the other knights of faith (if they are really that). In this way, the commentary on Genesis becomes a platform for a new type of critical theology. Through this unconventional rereading of the familiar biblical text, the book attempts to extract a different ethic, one that challenges the Kierkegaardian demand of blind faith in an all-knowing moral God and offers in its stead an alternative, everyday ethic. The ethic that Benyamini uncovers is characterized by family continuity and tradition intended to ensure that very axis—familial permanence and resilience in the face of the demanding and capricious law of God and the everyday hardships of life.
Critical Theories for School Psychology and Counseling: A Foundation for Equity and Inclusion in School-Based Practice (Consultation, Supervision, and Professional Learning in School Psychology Series)
by Sherrie L. Proctor David P. RiveraCritical Theories for School Psychology and Counseling introduces school psychologists and counselors to five critical theories that inform more equitable, inclusive work with marginalized and underserved student populations. Offering accessible conceptualizations of each theory and explicit links to application in practice and supervision, the book speaks to common professional functions and issues such as cognitive assessment, school-based counseling, discipline disproportionality, and more. This innovative collection offers graduate students, university faculty, and practicum and internship supervisors an insightful new direction for serving learners across diverse identities, cultures, and abilities.
Critical Theories for School Psychology and Counseling: A Foundation for Equity and Inclusion in School-Based Practice (Consultation, Supervision, and Professional Learning in School Psychology Series)
by Sherrie L. Proctor David P. RiveraCritical Theories for School Psychology and Counseling introduces school psychologists and counselors to five critical theories that inform more equitable, inclusive work with marginalized and underserved student populations. Offering accessible conceptualizations of each theory and explicit links to application in practice and supervision, the book speaks to common professional functions and issues such as cognitive assessment, school-based counseling, discipline disproportionality, and more. This innovative collection offers graduate students, university faculty, and practicum and internship supervisors an insightful new direction for serving learners across diverse identities, cultures, and abilities.
Critical Theories in Education: Changing Terrains of Knowledge and Politics
by Thomas Popkewitz Lynn FendlerThis book examines critical theories in education research from various points of view in order to critique the relations of power and knowledge in education and schooling practices. It addresses social injustices in the field of education, while at the same time questioning traditional standards of critical theory. Drawing on recent social and lit
Critical Theories in Education: Changing Terrains of Knowledge and Politics (Social Theory, Education, And Cultural Change Ser.)
by Thomas S Popkewitz Lynn FendlerThis book examines critical theories in education research from various points of view in order to critique the relations of power and knowledge in education and schooling practices. It addresses social injustices in the field of education, while at the same time questioning traditional standards of critical theory. Drawing on recent social and lit
Critical Theory and The English Teacher: Transforming the Subject (Teaching Secondary English Series)
by Nick PeimIn this radical exploration, Nick Peim, himself a practising English teacher, shows how teachers can use critical theory to bring students' own experience back into the subject. The author explains how the insights of discourse theory, psychoanalysis, semiotics and deconstruction can be used on the material of modern culture as well as on and in oral work. The book is written in a style which even those with no background in critical theory will find approachable, and arguments are backed up with practical classroom examples.
Critical Theory and The English Teacher: Transforming the Subject (Teaching Secondary English Series)
by Nick PeimIn this radical exploration, Nick Peim, himself a practising English teacher, shows how teachers can use critical theory to bring students' own experience back into the subject. The author explains how the insights of discourse theory, psychoanalysis, semiotics and deconstruction can be used on the material of modern culture as well as on and in oral work. The book is written in a style which even those with no background in critical theory will find approachable, and arguments are backed up with practical classroom examples.
Critical Theory and Qualitative Data Analysis in Education
by Rachelle Winkle-Wagner Jamila Lee-Johnson Ashley N. GaskewCritical Theory and Qualitative Data Analysis in Education offers a path-breaking explanation of how critical theories can be used within the analysis of qualitative data to inform research processes, such as data collection, analysis, and interpretation. This contributed volume offers examples of qualitative data analysis techniques and exemplars of empirical studies that employ critical theory concepts in data analysis. By creating a clear and accessible bridge between data analysis and critical social theories, this book helps scholars and researchers effectively translate their research designs and findings to multiple audiences for more equitable outcomes and disruption of historical and contemporary inequality.
Critical Theory and Qualitative Data Analysis in Education
by Rachelle Winkle-Wagner Jamila Lee-Johnson Ashley N. GaskewCritical Theory and Qualitative Data Analysis in Education offers a path-breaking explanation of how critical theories can be used within the analysis of qualitative data to inform research processes, such as data collection, analysis, and interpretation. This contributed volume offers examples of qualitative data analysis techniques and exemplars of empirical studies that employ critical theory concepts in data analysis. By creating a clear and accessible bridge between data analysis and critical social theories, this book helps scholars and researchers effectively translate their research designs and findings to multiple audiences for more equitable outcomes and disruption of historical and contemporary inequality.