This book describes the contributions of twenty-two educators and events that have shaped the field of education, often receiving little to no public recognition, including: Edmonia Godelle Highgate, Nannie Helen Burroughs, Selena Sloan Butler, Alonzo Aristotle Crim, Sabbath Schools, and African American Boarding Schools. These individuals and events have established and sustained education in communities across the United States. This book will help foster a renewed sense of importance both for those considering teaching and for teachers in classrooms across the country.
Use this inspirational resource to engage in Pro-Black teaching with young children as an antidote to endemic anti-Black racism in schools and society. Drawing from a critical case study of K–3 teachers who use Pro-Black teaching in their daily instruction, this important book puts forth positive perspectives regarding Blackness and Black people that are not evident in most educational settings. An easy-to-understand text provides evidence-based curriculum examples, pedagogies, and resources; demonstrates how teachers can achieve Pro-Black teaching while also addressing curricular standards and other demands on their time; and explains the benefit of Pro-Black teaching for all children. The authors draw from decades of practice and research by Black scholars (e.g., Asa Hilliard, Janice Hale, Amos Wilson) to position racial identities as a key part of Black children’s development. They center African Diaspora literacy as a Pro-Black pedagogy to ensure that Black children are competent in their own culture as well as in global cultures. Pro-Blackness in Early Childhood Education celebrates the agency, resistance, everyday lives, and joy of Black people. Book Features: Demonstrates how Pro-Blackness can be used to interrupt ethnocide practices that threaten Black children’s culture and spirits. Provides guidance for implementing and sustaining Pro-Black instruction, with accessible examples of curriculum and instruction. Focuses on Pro-Blackness rather than anti-Blackness. Includes examples of K–3 lessons from Drs. Diaspora curriculum that have been used in majority Black, majority White, and racially mixed classrooms.
A relevant and practical book for the Nation’s Historically Black Colleges and Universities (HBCU) leadership and administrators, HBCU faculty leaders and researchers that want to uncover the ways and means for cultivating success within the HBCUs longitudinally.
Towards Anti-Racist Educational Research explores how educational research can be an integral part of creating an anti-racist world, from radical moments to radical movements. The authors, coming from a diverse background, combine their voices, interests, hopes, purposes, and intellectual work in order to add to the current movement for equity.
This essential guide addresses the expanding, multifaceted role of college and university academic leaders. The new edition of the Resource Handbook for Academic Deans, one of the most important offerings to the academic community by the American Conference of Academic Deans, is written by and for academic leaders to address the expanding, multifaceted role of college and university administrators. Each chapter explores a topic related to how higher education leaders are influenced by national events, local partnerships, or on-campus collaborations. Among the topics covered are: • understanding educational policy at the national level • working with leaders from department heads to provosts • engaging with external partners • leading collaborative change at small colleges and universities • shifting toward student-centered campuses • making data-informed decisions • embracing diversity, equity, and inclusion • managing and balancing salaries • building effective leadership teams and mentoring future leaders • holding difficult conversations • returning to the faculty after leadership Providing helpful advice that can be studied in short chapters and inspiring content based on personal experience, the forty-three authors in this volume hold positions from department chairs to presidents at four-year and community colleges across the country. Written during the COVID-19 pandemic and amid calls for greater diversity, equity, and inclusion in higher education, each chapter offers perceptive insights from experienced leaders who serve a broad range of institutional types.
In recent years, the field of education has been fraught with a variety of different challenges. A multi-year pandemic, book banning, and legislative efforts seeking to ban Critical Race Theory and LGBTQ positive curriculum have had negative effects on K-12 education, leaving many educators feeling the progress made in several states and communities before and during the 2018 teacher walkouts and strikes was now gone. Teacher morale is sitting at a historic low point, with teachers leaving the profession in droves. Education as an institution is at a crucial tipping point, and changes focused on equity and reducing the neoliberal hold on reform need to be implemented in order to keep schools as democratic spaces. The way this vision can be realized is through activism and existing social movement organizations that use both traditional and netroots practices. The purpose of Activists, Advocates, and Agitators is to provide readers with a history and analysis of 21st century teacher activism in K-12 schools to better understand the effectiveness of organizing and activism. Additionally, the text will introduce readers to present-day activist groups whose work is positively changing education and schools and the ways in which some teachers are working within their communities to assist in their specific needs. Activists, Advocates, and Agitators is the perfect book to instruct preservice teachers about the conditions that they will face in their classrooms, arming them with valuable strategies to help them to achieve their academic goals. Perfect for courses such as: Social Foundations of Education; Foundations of Education; Education Policy; Educational Leadership; Teacher Leadership; Sociology of Education; Politics of Education; and Democratic Education
The Handbook of Moral Development is the definitive source of theory and research on the origins and development of morality in childhood and adolescence. It explores morality as fundamental to being human and enabling individuals to acquire social norms and develop social relationships that involve cooperation and mutual respect. Since the publication of the second edition, groundbreaking approaches to studying moral development have invigorated debates about how to conceptualize and measure morality in childhood and adolescence. The contributors of this new edition grapple with these questions from different theoretical perspectives and review cutting-edge research. The handbook, edited by Melanie Killen and Judith G. Smetana, includes chapters on parenting and socialization, values, emergence of prejudice and social exclusion, fairness and access to resources, moral reasoning and children’s rights, empathy, and prosocial behaviors. Morality is discussed in the context of families, peers, schools, and culture. Thoroughly updated and expanded, the third edition features new chapters on the following: Morality in infancy and early childhood Cognitive neuroscience perspectives on moral development Social responsibility in the context of social and racial justice Conceptions of economic and societal inequalities Stereotypes, bias, and discrimination Victimization and bullying in peer contexts Reflecting the interdisciplinary nature of the study of moral development, this edition contains contributions from sixty scholars in developmental science, social neuroscience, comparative and evolutionary psychology, and education, representing research conducted around the world. This book will be essential reading for scholars, educators, and students who are in the field of moral development, as well as social scientists, public health experts, and clinicians who are concerned with children and development.
An updated edition of the award-winning analysis of the role of race in the classroom features a new author introduction and framing essays by Herbert Kohl and Charles Payne, in an account that shares ideas about how teachers can function as "cultural transmitters" in contemporary schools and communicate more effectively to overcome race-related academic challenges. Original.
