Designing Socially Just Learning Communities
Designing Socially Just Learning Communities

Author: Rebecca Rogers

Publisher: Routledge

Published: 2009-05-07

Total Pages: 244

ISBN-13: 1135840938

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Demonstrating the power and potential of educators working together to use literacy practices that make changes in people's lives, this collaboratively written book blends the voices of participants in a teacher-led professional development group to provide a truly lifespan perspective on designing critical literacy practices. It joins these educators’ stories with the history and practices of the group - K-12 classroom teachers, adult educators, university professors, and community activists who have worked together since 2001 to better understand the relationship between literacy and social justice. Exploring issues such as gender equity, linguistic diversity, civil rights and freedom and war, the book showcases teachers’ reflective practice in action and offers insight into the possibilities and struggles of teaching literacy through a framework of social justice. Designing Socially Just Learning Communities models an innovative form of professional development for educators and researchers who are seeking ways to transform educational practices. The teachers' practices and actions – in their classrooms and as members of the teacher research group – will speak loudly to policy-makers, researchers, and activists who wish to work alongside them.

Designing Socially Just Learning Communities
Designing Socially Just Learning Communities

Author: Rebecca Rogers

Publisher: Taylor & Francis

Published: 2009

Total Pages: 229

ISBN-13: 9780415997591

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Demonstrating the power and potential of educators working together to use literacy practices that make changes in people's lives, this collaboratively written book blends the voices of participants in a teacher-led professional development group to provide a truly lifespan perspective on designing critical literacy practices. It joins these educatorsâe(tm) stories with the history and practices of the group - K-12 classroom teachers, adult educators, university professors, and community activists who have worked together since 2001 to better understand the relationship between literacy and social justice. Exploring issues such as gender equity, linguistic diversity, civil rights and freedom and war, the book showcases teachersâe(tm) reflective practice in action and offers insight into the possibilities and struggles of teaching literacy through a framework of social justice. Designing Socially Just Learning Communities models an innovative form of professional development for educators and researchers who are seeking ways to transform educational practices. The teachers' practices and actions âe" in their classrooms and as members of the teacher research group âe" will speak loudly to policy-makers, researchers, and activists who wish to work alongside them.

Design Justice
Design Justice

Author: Sasha Costanza-Chock

Publisher: MIT Press

Published: 2020-03-03

Total Pages: 358

ISBN-13: 0262043459

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An exploration of how design might be led by marginalized communities, dismantle structural inequality, and advance collective liberation and ecological survival. What is the relationship between design, power, and social justice? “Design justice” is an approach to design that is led by marginalized communities and that aims expilcitly to challenge, rather than reproduce, structural inequalities. It has emerged from a growing community of designers in various fields who work closely with social movements and community-based organizations around the world. This book explores the theory and practice of design justice, demonstrates how universalist design principles and practices erase certain groups of people—specifically, those who are intersectionally disadvantaged or multiply burdened under the matrix of domination (white supremacist heteropatriarchy, ableism, capitalism, and settler colonialism)—and invites readers to “build a better world, a world where many worlds fit; linked worlds of collective liberation and ecological sustainability.” Along the way, the book documents a multitude of real-world community-led design practices, each grounded in a particular social movement. Design Justice goes beyond recent calls for design for good, user-centered design, and employment diversity in the technology and design professions; it connects design to larger struggles for collective liberation and ecological survival.

Urban Educational Leadership for Social Justice
Urban Educational Leadership for Social Justice

Author: Jeffrey S. Brooks

Publisher: IAP

Published: 2015-06-01

Total Pages: 335

ISBN-13: 1681231786

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The chapters in Urban Educational Leadership for Social Justice: International Perspectives constitute a collection of works that explore dynamics related to equity in multiple contexts. Authors examined these issues in Turkey, Egypt the United States, Thailand and at a global level by comparing and contrasting school leadership practice across borders. Considered as a whole, these papers explore various topics that will be at the forefront of educational research for years to come. Increasingly, educational leadership understand that there are important lessons to be learned internationally and globally. This book includes important research conceived from these perspectives. Our hope is that individually and collectively, they might contribute to our understanding of international and global issues in educational leadership and that they will extend, challenge and deepen extant lines of inquiry and begin others.

Student Learning Communities
Student Learning Communities

Author: Douglas Fisher

Publisher: ASCD

Published: 2020-11-25

Total Pages: 173

ISBN-13: 141662967X

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Student learning communities (SLCs) are more than just a different way of doing group work. Like the professional learning communities they resemble, SLCs provide students with a structured way to solve problems, share insight, and help one another continually develop new skills and expertise. With the right planning and support, dynamic collaborative learning can thrive everywhere. In this book, educators Douglas Fisher, Nancy Frey, and John Almarode explain how to create and sustain student learning communities by - Designing group experiences and tasks that encourage dialogue; - Fostering the relational conditions that advance academic, social, and emotional development; - Providing explicit instruction on goal setting and opportunities to practice progress monitoring; - Using thoughtful teaming practices to build cognitive, metacognitive, and emotional regulation skills; - Teaching students to seek, give, and receive feedback that amplifies their own and others' learning; and - Developing the specific leadership skills and strategies that promote individual and group success. Examples from face-to-face and virtual K–12 classrooms help to illustrate what SLCs are, and teacher voices testify to what they can achieve. No more hoping the group work you're assigning will be good enough—or that collaboration will be its own reward. No more crossing your fingers for productive outcomes or struggling to keep order, assess individual student contributions, and ensure fairness. Student Learning Communities shows you how to equip your students with what they need to learn in a way that is truly collective, makes them smarter together than they would be alone, creates a more positive classroom culture, and enables continuous academic and social-emotional growth.

Equity by Design
Equity by Design

Author: Mirko Chardin

Publisher: Corwin Press

Published: 2020-07-20

Total Pages: 196

ISBN-13: 1544394446

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"Our calling is to drop our egos, commit to removing barriers, and treat our learners with the unequivocal respect and dignity they deserve." --Mirko Chardin and Katie Novak When it comes to the hard work of reconstructing our schools into places where every student has the opportunity to succeed, Mirko Chardin and Katie Novak are absolutely convinced that teachers should serve as our primary architects. And by "teachers" they mean legions of teachers working in close collaboration. After all, it’s teachers who design students’ learning experiences, who build student relationships . . . who ultimately have the power to change the trajectory of our students’ lives. Equity by Design is intended to serve as a blueprint for teachers to alter the all-too-predictable outcomes for our historically under-served students. A first of its kind resource, the book makes the critical link between social justice and Universal Design for Learning (UDL) so that we can equip students (and teachers, too) with the will, skill, and collective capacity to enact positive change. Inside you’ll find: Concrete strategies for designing and delivering a culturally responsive, sustainable, and equitable framework for all students Rich examples, case studies, and implementation spotlights of educators, students (including Parkland survivors), and programs that have embraced a social justice imperative Evidence-based application of best practices for UDL to create more inclusive and equitable classrooms A flexible format to facilitate use with individual teachers, teacher teams, and as the basis for whole-school implementation "Every student," Mirko and Katie insist, "deserves the opportunity to be successful regardless of their zip code, the color of their skin, the language they speak, their sexual and/or gender identity, and whether or not they have a disability." Consider Equity by Design a critical first step forward in providing that all-important opportunity. Also From Corwin: Hammond/Culturally Responsive Teaching & the Brain: 9781483308012 Moore/The Guide for White Women Who Teach Black Boys: 9781506351681 France/Reclaiming Professional Learning: 9781544360669

Leading Socially Just Schools
Leading Socially Just Schools

Author: Christine Forde

Publisher: Taylor & Francis

Published: 2023-08-22

Total Pages: 323

ISBN-13: 1000924149

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Equity and social justice have become central to the work of schools. Teachers and leaders are at the forefront of building socially just schools. Issues related to equity and social justice in education, however, are complex and deeply contested. Professional learning is critical to enable teachers and school leaders to develop the understandings, skills and confidence to grapple with often challenging issues. This book brings together a range of contributions from different systems. The contributors to this book explore ways in which professional learning can support efforts to bring about socially just schools. The authors adopt a variety of perspectives, with some looking at professional learning around a broad concept of social justice and the task of the gap between advantaged and disadvantaged learners. Other contributors explore the question of professional learning in relation to a specific issue or area of practice to raise awareness and deepen knowledge and skills. Barring one, all the chapters in this book were originally published as a special issue in the journal Professional Development in Education.

Reframing the Curriculum
Reframing the Curriculum

Author: Susan Santone

Publisher: Routledge

Published: 2018-09-03

Total Pages: 157

ISBN-13: 1351394649

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Reframing the Curriculum is a practical, hands-on guide to weaving the concepts of healthy communities, democratic societies, and social justice into academic disciplines. Developed for future and practicing teachers, this volume is perfect for teacher education courses in instructional design, social foundations, and general education, as well as for study in professional learning communities. The author outlines the philosophies, movements, and narratives shaping the future, both in and out of classrooms, and then challenges readers to consider the larger story and respond with curriculum makeovers that engage students in solving problems in their schools, communities, and the larger world. The book’s proven method for designing units gives educators across grades and disciplines the tools to bring sustainability and social justice into experiential, project-based instructional approaches. Pedagogical features include: Specific examples and templates that offer readers a framework for reworking their units and courses while meeting required standards and incorporating innovative classroom practices. Activities and discussion questions that bring the content to life and establish ties with the curriculum. eResources, including a Facilitator’s Guide, offering examples of fully developed units created with this model and an editable template for redesigning existing units.

Toward Inclusive Learning Design
Toward Inclusive Learning Design

Author: Brad Hokanson

Publisher: Springer Nature

Published: 2023-11-09

Total Pages: 520

ISBN-13: 3031376978

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This book examines how society has been affected by the social upheaval of the years since George Floyd’s death and efforts by those in education and educational technology to address the concerns of equity, community and social justice. This book is a practical yet scholarly guide in the pursuit of inclusive design, drawing from a diverse range of authors with a broad range of application and theory. The chapters go beyond a narrow view of inclusive learning design, and address issues in a broad range of fields. This book is appropriate for all levels of learning, with a distinct focus on higher education and graduate education.

Designing Critical Literacy Education through Critical Discourse Analysis
Designing Critical Literacy Education through Critical Discourse Analysis

Author: Rebecca Rogers

Publisher: Routledge

Published: 2013-06-26

Total Pages: 187

ISBN-13: 1135093059

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Uniquely bringing together discourse analysis, critical literacy, and teacher research, this book invites teacher educators, literacy researchers, and discourse analysts to consider how discourse analysis can be used to foster critical literacy education. It is both a guide for conducting critical discourse analysis and a look at how the authors, alongside their teacher education students, used the tools of discourse analysis to inquire into, critique, and design critical literacy practices. Through an intimate look at the workings of a university teacher education course and the discourse analysis tools that teacher-researchers use to understand their classrooms, the book provides examples of both pre-service teachers and teacher educators becoming critically literate. The context-rich examples highlight the ways in which discourse analysis aids teachers’ decision making in the moment and reflections on their practice over time. Readers learn to conduct discourse analysis as they read about critical literacy practices at the university level. Designed to be interactive, each chapter features step-by-step procedures for conducting each kind of discourse analysis (narrative, critically oriented, multimodal), sample analyses, and additional readings and resources. By attending to the micro-interactions as well as processes that unfold across time, the book illustrates the power and potential of discourse analysis as a pedagogical and research tool.