This timely and important book focuses on the problems of heterosexism and homophobia in schools and explores how these forms of oppression impact LGBTQQ youth, as well as all young people. The author shows how concerned teachers can engage students in literacy practices both in and out of school to develop positive learning environments. The featured vignettes focus on fostering student agency, promoting student activism, and nurturing student allies. With a unique combination of adolescent literacy and teacher action projects, this book offers a valuable model for educators interested in creating safe learning communities for all students.
Disrupting Hate in Education aims to identify and respond to the ideological forms of hate and fear that are present in schools, which echo larger nativist and populist agendas. Contributions to this volume are international in scope, providing powerful examples from US schools and communities, examining anti-extremism work in the UK, the "saffronization" of schools in India, struggles to re-orient the villainization of teachers in Brazil, and more. Written by a dynamic group of activist educators and critical researchers, chapters demonstrate how conservative mobilizations around collective identities gain momentum, and how these mobilizations can be interrupted. Out of these interruptions come new opportunities to practice a critically democratic education that hinges upon risk-taking, deep dialogue, and creating a space for common dignity.
Disrupting Hate in Education aims to identify and respond to the ideological forms of hate and fear that are present in schools, which echo larger nativist and populist agendas. Contributions to this volume are international in scope, providing powerful examples from US schools and communities, examining anti-extremism work in the UK, the "saffronization" of schools in India, struggles to re-orient the villainization of teachers in Brazil, and more. Written by a dynamic group of activist educators and critical researchers, chapters demonstrate how conservative mobilizations around collective identities gain momentum, and how these mobilizations can be interrupted. Out of these interruptions come new opportunities to practice a critically democratic education that hinges upon risk-taking, deep dialogue, and creating a space for common dignity.
This special issue is part two of a two-part edited collection on interrupting the legal person, and what this means. Should we think of the legal person as a technical and grammatical question that varies across different legal traditions and jurisdictions? Does this cut across different ways of living and speaking law?
Book two in The Goddess Test Series from #1 international bestselling author Aimée Carter. Kate Winters has won immortality. But if she wants a life with Henry in the Underworld, she'll have to fight for it. Becoming immortal wasn't supposed to be the easy part. Though Kate is about to be crowned Queen of the Underworld, she's as isolated as ever. And despite her growing love for Henry, ruler of the Underworld, he's becoming ever more distant and secretive. Then, in the midst of Kate's coronation, Henry is abducted by the only being powerful enough to kill him: the King of the Titans. As the other gods prepare for a war that could end them all, it is up to Kate to save Henry from the depths of Tartarus. But in order to navigate the endless caverns of the Underworld, Kate must enlist the help of the one person who is the greatest threat to her future. Henry's first wife, Persephone. Books and novellas in the Goddess series: The Goddess Test The Goddess Hunt (ebook novella) Goddess Interrupted The Goddess Queen (ebook novella)* The Lovestruck Goddess (ebook novella)* Goddess of the Underworld (ebook novella)* God of Thieves (ebook novella)* God of Darkness (ebook novella)* The Goddess Inheritance * Also available in print in The Goddess Legacy anthology
From the New York Times bestselling author of The Seven Husbands of Evelyn Hugo "Touching and powerful...Reid masterfully grabs hold of the heartstrings and doesn't let go. A stunning first novel." Publishers Weekly Elsie Porter is an average twentysomething and yet what happens to her is anything but ordinary. On a rainy New Year's Day, she heads out to pick up a pizza for one. She isn't expecting to see anyone else in the shop, much less the adorable and charming Ben Ross. Their chemistry is instant and electric. Ben cannot even wait twenty-four hours before asking to see her again. Within weeks, the two are head over heels in love. By May, they've eloped. Only nine days later, Ben is out riding his bike when he is hit by a truck and killed on impact. Elsie hears the sirens outside her apartment, but by the time she gets downstairs, he has already been whisked off to the emergency room. At the hospital, she must face Susan, the mother-in-law she has never met-and who doesn't even know Elsie exists. Interweaving Elsie and Ben's charmed romance with Elsie and Susan's healing process, Forever, Interrupted will remind you that there's more than one way to find a happy ending.
This comprehensive textbook introduces readers to the most influential theories and models of reading and literacy, ranging from behaviorism and early information-processing theories to social constructionist and critical theories. Focusing on how these theories connect with different curricular approaches to literacy instruction (pre-K to grade 12), the author shows how they both shape and are shaped by everyday literacy practices in classrooms. Readers are invited to explore detailed vignettes that offer a practice-based view of theories as they are brought to life in the classroom. Unlike other books on literacy theories, this one devotes substantial attention to linguistically and culturally diverse classrooms and 21st-century technologies. Book Features: Descriptions of well-known curricular models and assessment approaches. Detailed examples from specific areas of reading and literacy instruction that are prominent in today’s schools. Textbox discussions exploring histories, terminology, and debates relevant to the theories presented. Examination of how theories and practices relate to current policy initiatives, such as the Common Core State Standards.User-friendly text features, such as charts, reference lists, and inset boxes to help clarify complex concepts. “In these times, when teachers are maligned in both the popular press and professional literature, a volume such as this offers the potential to provide intellectual freedom in the complex work of teaching.” —From the Foreword by Annemarie Sullivan Palincsar, University of Michigan “Finally, a text that brings together and honors multiple perspectives and makes clear the power of a good theory for making sense of our worldviews. Handsfield provides elegant demonstrations of the relations of literacy theories to actions, decisions, and practices. A must-read for literacy educators and researchers.” —Victoria Risko, Vanderbilt University
How do school communities create environments that fully prepare both English learners and dual-language learners for colleges and careers? This valuable book profiles six high-performing high schools that had a singular focus on improving the educational outcomes of English learners. The authors use these case studies to identify a comprehensive set of design elements and shared values that were key factors in yielding extraordinary results. These include a school-wide language development framework that integrates content, analytical practices, and language learning; a broad and dynamic view of assessment practices; intensive social-emotional support for students and their families; and mission-driven staff and leadership that maximize learning opportunities across classrooms. The practices employed in these schools are not only essential for English learners’ success but, as the performance data shows, they also benefit all students. “This is my kind of change book: clear and deep; causes one to think; and inspires the reader to what may be possible on a wide scale.” —From the foreword by Michael Fullan, professor emeritus, University of Toronto “The schools featured in this set of beautifully drawn case studies reveal how they managed to beat the odds for their students—and there is much to learn by looking closely at what made them so effective.” —Lilly Wong Fillmore, professor, University of California, Berkeley “This book is a rich resource for all educators driven to ensure that all multilingual learners are ready for college and career.” —Angélica Infante-Green, deputy commissioner, New York State Education Department
Cyberbullying is a problem that is being increasingly investigated by researchers, however, much of the cyberbullying research literature to date has focused on children and youth. Cyberbullying at University in International Contexts fills the gap in the research literature by examining the nature, extent, impacts, proposed solutions, and policy and practice considerations of bullying in the cyber-world at post-secondary institutions, where reports of serious cyberbullying incidents have become more prevalent. This book brings together cutting-edge research from around the world to examine the issue of cyberbullying through a multi-disciplinary lens, offering an array of approaches, interpretations, and solutions. It is not solely focused on cyberbullying by and against students, but also includes cyberbullying by and against faculty members, and permutations involving both students and faculty, as well as institutional staff, presenting perspectives from students, practitioners and senior university policy makers. It draws on research from education, criminology, psychology, sociology, communications, law, health sciences, social work, humanities, labour studies and is valuable reading for graduate students in these fields. It is also essential reading for policymakers, practitioners and University administrators who recognize their responsibility to provide a healthy workplace for their staff, as well as a safe and respectful environment for their students.
In this book, Ed Madison, journalist, producer/director, and innovative educator, provides specific strategies to help teachers use journalistic learning to achieve positive outcomes that engage students in new ways. Journalistic learning is a teaching approach that borrows techniques from the journalism profession to better instruct students in research, reading, and writing in language arts and social sciences classes. Drawing from extensive fieldwork in schools across the US, Madison demonstrates how this approach is uniquely aligned with Common Core State Standards that call for more emphasis on nonfiction texts and digital literacy skills. Centered on research and writing projects that will yield publishable student writing, chapters demonstrate how this approach works across contexts and benefits a broad range of students from diverse backgrounds. The text also explores new and affordable approaches to teacher training.
