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Undocumented And Unafraid: Tam Tran, Cinthya Felix, And The Immigrant Youth Movement
by Kent Wong Janna Shadduck-Hernandez Fabiola Inzunza Julie Monroe Victor Narro Abel ValenzuelaA tribute to two immigrant students Tam Tran and Cinthya Felix as it presents a research on the experiences of undocumented youth and the misperceptions people have of them as they work towards a socialyl just society built on the foundation of "equal opportunity for all".
Undoing Ableism: Teaching About Disability in K-12 Classrooms
by Susan Baglieri Priya LalvaniUndoing Ableism is a sourcebook for teaching about disability and anti-ableism in K–12 classrooms. Conceptually grounded in disability studies, critical pedagogy, and social justice education, this book provides both a rationale as well as strategies for broad-based inquiries that allow students to examine social and cultural foundations of oppression, learn to disrupt ableism, and position themselves as agents of social change. Using an interactive style, the book provides tools teachers can use to facilitate authentic dialogues with students about constructed meanings of disability, the nature of belongingness, and the creation of inclusive communities.
Undoing Ethics
by Natasha WhitemanOver the past decade, researchers from different academic disciplines have paid increasing attention to the productivity of online environments. The ethical underpinnings of research in such settings, however, remain contested and often controversial. As traditional debates have been reignited by the need to respond to the particular characteristics of technologically-mediated environments, researchers have entered anew key debates regarding the moral, legal and regulative aspects of research ethics. A growing trend in this work has been towards the promotion of localized and contextualized research ethics - the suggestion that the decisions we make should be informed by the nature of the environments we study and the habits/expectations of participants within them. Despite such moves, the relationship between the empirical, theoretical and methodological aspects of Internet research ethics remains underexplored. Drawing from ongoing sociological research into the practices of media cultures online, this book provides a timely and distinctive response to this need. This book explores the relationship between the production of ethical stances in two different contexts: the ethical manoeuvring of participants within online media-fan communities and the ethical decision-making of the author as Internet researcher, manoeuvring, as it were, in the academic community. In doing so, the book outlines a reflexive framework for exploring research ethics at different levels of analysis; the empirical settings of research; the theoretical perspectives which inform the researcher's objectification of the research settings; and the methodological issues and practical decisions that constitute the activity as research. The analysis of these different levels develops a way of thinking about ethical practice in terms of stabilizing and destabilizing moves within and between research and researched communities. The analysis emphasizes the continuities and discontinuities between both research practice and online media-fan activity, and social activity in on and offline environments.
Undoing Whiteness in Disability Studies: The Special Education System and British South Asian Mothers
by Sana RizviThis book offers a nuanced way to conceptualise South Asian Muslim families’ experiences of disability within the UK. The book adopts an intersectional lens to engage with personal narratives on mothering disabled children, negotiating home-school relationships, and developing familiarity with the complex special education system. The author calls for a re-envisioning of special education and disability studies literature from its currently overwhelmingly White middle-class discourse, to one that espouses multi-ethnic and multi-faith perspectives. The book positions minoritised mothers at the forefront of the home-school relationship, who navigate the UK special education system amidst intersecting social inequalities. The author proposes that schools and both formal and informal institutions reformulate their roles in facilitating true inclusion for minoritised disabled families at an epistemic and systemic level.
The Undressed Art: Why We Draw
by Peter SteinhartTo draw is to understand what we see. In The Undressed Art, writer-naturalist Peter Steinhart investigates the rituals, struggles, and joys of drawing. Reflecting on what is known about the brain's role in the drawing process, Steinhart explores the visual learning curve: how children begin to draw, how most of them stop, and what brings adults back to this deeply human art form later in life He considers why the face and figure are such commanding subjects and describes the delicate collaboration of the artist and model. Here is a powerful reminder that no revolution in art or technology can undermine our vital need to draw.
Une Brève Histoire de l'Irlande
by Anne-Sophie Leluan-Pinker Bruce GastonHistoire abrégée de l’Irlande des temps anciens jusqu’au 21eme siècle, Une Brève Histoire de l’Irlande se destine à tous ceux qui souhaitent une rapide vue d’ensemble sur ce sujet ou qui souhaitent combler des lacunes dans leurs connaissances. Concis mais complet, ce livre peut se lire en deux fois: idéal si vous avez besoin d’un résumé des événements principaux et n’avez ni le temps ni l’énergie de parcourir des ouvrages universitaires! Découvrez en un rien de temps ce que furent l’Irlande médiévale, la Guerre Jacobite du dix-septième siècle et les années florissantes du Tigre Celte. Une Brève Histoire de l’Irlande contient aussi de courtes notices biographiques sur les principaux acteurs de l’histoire de l'Irlande, une chronologie détaillée de la période celte jusqu’à 2012, et des suggestions de lectures complémentaires. Liste des chapitres: • L’Irlande celte •L’Invasion Normande de l’Irlande •La Réforme et les Plantations •Le Dix-Septième Siècle •Le Dix-Huitième Siècle •Le Dix-Neuvième Siècle •De l’Insurrection de Pâques à la Guerre d’Indépendance •Le Traité et la Partition •La Guerre Civile •L’Etat Libre •L’Urgence •L’Irlande après l’Urgence •Les Années Soixante et Soixante-Dix •La Récession •Le Tigre Celte •La Crise Economique
Une super carapace !
by A. P. HernándezGertrude est une tortue très spéciale. Dans sa carapace, elle a tout ce qu'ele désire : un jacuzzi, un réfrigérateur rempli de glaces, un fauteuil et même une télévision. Gertrude se sent si bien dans sa carapace qu'elle met très peu la tête dehors. Mais un beau jour... Sa vie change à jamais.
Unearthing Joy: A Guide to Culturally and Historically Responsive Curriculum and Instruction
by Gholdy MuhammadIn this follow-up to Cultivating Genius, Dr. Gholdy Muhammad adds a fifth pursuit joy to her groundbreaking instructional model. She defines joy as more than celebration and happiness, but also as wellness, beauty, healing, and justice for oneself and across humanity. She shows how teaching from cultural and historical realities can enhance our efforts to cultivate identity, skills, intellect, criticality, and indeed joy for all students, giving them a powerful purpose to learn and contribute to the world. Dr. Muhammad's wise implementation advice is paired with model lessons and assessment tools that span subjects and grade levels.
Unearthing Policies of Instrumentalization in English Religious Education Using Statement Archaeology (Routledge Research in Education Policy and Politics)
by Jonathan DoneyThis book presents the theoretical basis and practical steps involved in using Statement Archaeology, an innovative method that enhances understandings of policy development, exemplifying its use in relation to one curriculum subject, Religious Education. The book is the first of its kind to fully describe the theoretical foundations of Statement Archaeology and the practical steps in its deployment, acting as a methodological handbook that will enable readers to use the method subsequently in their own research. Further, the book offers an unparalleled contribution to the historical account of the development and maintenance of compulsory RE in English state-maintained schools and uses this to engage with key current debates in Religious Education policy. It unearths important insights into how the present is built, informs future policy direction and potential implementation strategies, and helps prevent the repetition of unsuccessful past endeavours. This book will be of great interest for academics, researchers and post-graduate students in the fields of religious education, educational policy and politics, and research methods in education.
Uneasy Transitions: Disaffection in Post-Compulsory Education and Training (Routledge Library Editions: Psychology of Education)
by Jenny CorbettOriginally published in 1990, this title offers a range of perspectives from practitioners, administrators and researchers, examining personal experiences of disaffection in students and staff within the context of national political, social, and economic change. The transitions include moves into employment, training of continued education. Expressions of unease and disquiet are set clearly within the political context of marginalized status for minority groups, highlighting issues relating to disability, gender, class and race, in which the process of transition has been impeded through discriminating practices. The book includes reflections from practitioners, offering coping strategies and flexible approaches, and responses from administrators indicating their awareness of the need to support practitioners during the process of change.
Uneducated: A Memoir of Flunking Out, Falling Apart, and Finding My Worth
by Christopher ZaraIn this &“hilarious and heartbreaking...must-read memoir&” (Publishers Weekly), Christopher Zara breaks down his winding journey from dropout to journalist and the impact that his background had in the world of privilege. Boldly honest, wryly funny, and utterly open-hearted, Uneducated is one diploma-less journalist&’s map of our growing educational divide and, ultimately, a challenge: in our credential-obsessed world, what is the true value of a college degree? For Christopher Zara, this is the professional minefield he has had to navigate since the day he was kicked out of his New Jersey high school for behavioral problems and never allowed back. From a school for &“troubled kids,&” to wrestling with his identity in the burgeoning punk scene of the 1980s; from a stint as an ice cream scooper as he got clean in Florida, to an unpaid internship in New York in his thirties, Zara spent years contending with skeptical hiring managers and his own impostor syndrome before breaking into the world of journalism—only to be met by an industry preoccupied with pedigree. As he navigated the world of the elite and saw the realities of the education gap firsthand, Zara realized he needed to confront the label he had been quietly holding in: what it looked like to be part of the &“working class&”—whatever that meant.Book Riot's Eight New Nonfiction Books to Read in May Book Browse's Best Books of May 2023
Uneducated Guesses: Using Evidence to Uncover Misguided Education Policies
by Howard WainerWhat statistical evidence shows us about our misguided educational policiesUneducated Guesses challenges everything our policymakers thought they knew about education and education reform, from how to close the achievement gap in public schools to admission standards for top universities. In this explosive book, Howard Wainer uses statistical evidence to show why some of the most widely held beliefs in education today—and the policies that have resulted—are wrong. He shows why colleges that make the SAT optional for applicants end up with underperforming students and inflated national rankings, and why the push to substitute achievement tests for aptitude tests makes no sense. Wainer challenges the thinking behind the enormous rise of advanced placement courses in high schools, and demonstrates why assessing teachers based on how well their students perform on tests—a central pillar of recent education reforms—is woefully misguided. He explains why college rankings are often lacking in hard evidence, why essay questions on tests disadvantage women, why the most grievous errors in education testing are not made by testing organizations—and much more.No one concerned about seeing our children achieve their full potential can afford to ignore this book. With forceful storytelling, wry insight, and a wealth of real-world examples, Uneducated Guesses exposes today's educational policies to the light of empirical evidence, and offers solutions for fairer and more viable future policies.
Unequal Benefits: Privatization and Public Education in Canada (UTP Insights)
by Sue WintonDrawing on research from across Canada and beyond, education policy expert Sue Winton critically analyzes policies encouraging the privatization of public education in Canada. These policies, including school choice, fundraising, fees, and international education, encourages parents and others in the private sector to take on responsibilities for education formerly provided by governments with devastating consequences for the democratic goals of public education. Unequal Benefits introduces traditional and critical approaches to policy research and explains how to conduct a critical policy analysis. Winton explains the role policy plays in supporting and challenging inequality in the pursuit of a strong democracy and the public school ideal. In these idealized education spaces, policy decisions prioritize collective needs over private interests, which are made in public by democratically elected officials, and, more importantly, every child is able to access high quality education programs and enjoy their benefits at no cost. Written for parents, educators, policymakers, and other interested citizens, Unequal Benefits sheds light on how to participate in efforts to resist educational privatization and achieve the public school ideal across Canada.
Unequal By Design: High-Stakes Testing and the Standardization of Inequality (Critical Social Thought)
by Wayne AuUnequal By Design critically examines high-stakes standardized testing in order to illuminate what is really at stake for students, teachers, and communities negatively affected by such testing. This thoughtful analysis traces standardized testing’s origins in the Eugenics and Social Efficiency movements of the late 19th and early 20th century through its current use as the central tool for national educational reform via No Child Left Behind. By exploring historical, social, economic, and educational aspects of testing, author Wayne Au demonstrates that these tests are not only premised on the creation of inequality, but that their structures are inextricably intertwined with social inequalities that exist outside of schools.
Unequal By Design: High-Stakes Testing and the Standardization of Inequality (Critical Social Thought)
by Wayne AuThis new edition of Unequal By Design: High-Stakes Testing and the Standardization of Inequality critically examines the deep and enduring problems within systems of education in the U.S., in order to illuminate what is really at stake for students, teachers, and communities negatively affected by such testing. Updates to the new edition include new chapters that focus on: the role of schools and standardized testing in reproducing social, cultural, and economic inequalities; the way high-stakes testing is used to advance neoliberal, market-based educational schemes that ultimately concentrate wealth and power among elites; how standardized testing became the dominant tool within our educational systems; the numerous technical and ideological problems with using standardized tests to evaluate students, teachers, and schools; the role that high-stakes testing plays in the maintenance of white supremacy; and how school communities have resisted high-stakes testing and used better assessments of student learning. Parents, teachers, university students, and scholars will find Unequal By Design useful for gaining a broad, critical understanding of the issues surrounding our over-reliance on high-stakes, standardized testing in the U.S. through up-to-date research on testing, historical and contemporary examples of the struggles over such tests, and information about how testing has fostered the privatization of public education in the U.S.
Unequal Childhoods: Young Children's Lives in Poor Countries (Contesting Early Childhood)
by Helen PennAn expert in her field, Helen Penn discusses the inequalities between and within countries of childhood poverty and how this poverty is recognized and defined through the following case-studies: Kazakhstan - once part of the Soviet Union Swaziland - a country in Southern Africa devastated by HIV and AIDS Himalayan India Brazil - one of the world's most unequal countries. These four case studies illustrate the diversity and complexity of the responses to the attempts to globalise childhood and highlight the need to address the inequalities of childhood experience.
Unequal Choices: How Social Class Shapes Where High-Achieving Students Apply to College (The American Campus)
by Yang Va LorHigh-achieving students from socioeconomically disadvantaged backgrounds are more likely to end up at less selective institutions compared to their socioeconomically advantaged peers with similar academic qualifications. A key reason for this is that few highly able, socioeconomically disadvantaged students apply to selective institutions in the first place. In Unequal Choices, Yang Va Lor examines the college application choices of high-achieving students, looking closely at the ways the larger contexts of family, school, and community influence their decisions. For students today, contexts like high schools and college preparation programs shape the type of colleges that they deem appropriate, while family upbringing and personal experiences influence how far from home students imagine they can apply to college. Additionally, several mechanisms reinforce the reproduction of social inequality, showing how institutions and families of the middle and upper-middle class work to procure advantages by cultivating dispositions among their children for specific types of higher education opportunities.
Unequal City: Race, Schools, and Perceptions of Injustice
by Carla SheddChicago has long struggled with racial residential segregation, high rates of poverty, and deepening class stratification, and it can be a challenging place for adolescents to grow up. Unequal City examines the ways in which Chicago’s most vulnerable residents navigate their neighborhoods, life opportunities, and encounters with the law. In this pioneering analysis of the intersection of race, place, and opportunity, sociologist and criminal justice expert Carla Shedd illuminates how schools either reinforce or ameliorate the social inequalities that shape the worlds of these adolescents. Shedd draws from an array of data and in-depth interviews with Chicago youth to offer new insight into this understudied group. Focusing on four public high schools with differing student bodies, Shedd reveals how the predominantly low-income African American students at one school encounter obstacles their more affluent, white counterparts on the other side of the city do not face. Teens often travel long distances to attend school which, due to Chicago’s segregated and highly unequal neighborhoods, can involve crossing class, race, and gang lines. As Shedd explains, the disadvantaged teens who traverse these boundaries daily develop a keen “perception of injustice,” or the recognition that their economic and educational opportunities are restricted by their place in the social hierarchy. Adolescents’ worldviews are also influenced by encounters with law enforcement while traveling to school and during school hours. Shedd tracks the rise of metal detectors, surveillance cameras, and pat-downs at certain Chicago schools. Along with police procedures like stop-and-frisk, these prison-like practices lead to distrust of authority and feelings of powerlessness among the adolescents who experience mistreatment either firsthand or vicariously. Shedd finds that the racial composition of the student body profoundly shapes students’ perceptions of injustice. The more diverse a school is, the more likely its students of color will recognize whether they are subject to discriminatory treatment. By contrast, African American and Hispanic youth whose schools and neighborhoods are both highly segregated and highly policed are less likely to understand their individual and group disadvantage due to their lack of exposure to youth of differing backgrounds.
Unequal Colleges in the Age of Disparity
by Charles T. ClotfelterBased on quantitative comparisons of colleges since the 1970s, Charles Clotfelter reveals that despite the civil rights revolution, billions spent on financial aid, and the commitment of colleges to greater equality, stratification in higher education has grown starker. He explains why undergraduate education—unequal in 1970—is even more so today.
Unequal Educational Provision in England and Wales: The Nineteenth-century Roots
by W.E. MarsdenPublished in 1987, Unequal Educational Provision in England and Wales is a valuable contribution to the field of Education.
Unequal Englishes
by Ruanni TupasUnequal Englishes challenges the widely held assumption that languages and linguistic varieties are equal, and explores the various ways we can understand, examine and transform inequalities of Englishes. Written by engaging and well-known scholars of language, education and politics, the chapters in the volume offer a wide range of perspectives on the complex but interwoven relationships between inequalities and Englishes, with an expansive geopolitical trajectory which includes the Philippines, Cuba, China, Canada, India, Malaysia, the United States, Singapore and South Korea. Their specific social and ideological contexts of analyses are wide-ranging, including textbooks and classrooms; teachers, would-be teachers and students; call centers; linguistic landscapes; stories, narratives and jokes. The volume mobilizes the notion of unequal Englishes as one way to understand the global spread of English today.
Unequal Higher Education: Wealth, Status, and Student Opportunity (The American Campus)
by Barrett J. Taylor Brendan CantwellAmerican higher education is often understood as a vehicle for social advancement. However, the institutions at which students enroll differ widely from one another. Some enjoy tremendous endowment savings and/or collect resources via research, which then offsets the funds that students contribute. Other institutions rely heavily on student tuition payments. These schools may struggle to remain solvent, and their students often bear the lion’s share of educational costs. Unequal Higher Education identifies and explains the sources of stratification that differentiate colleges and universities in the United States. Barrett J. Taylor and Brendan Cantwell use quantitative analysis to map the contours of this system. They then explain the mechanisms that sustain it and illustrate the ways in which rising institutional inequality has limited individual opportunity, especially for students of color and low-income individuals.
Unequal Partners
by Fabrice JaumontThis book offers a nuanced analysis of a US-led foundation initiative of uncommon ambition, featuring seven foundations with a shared commitment to strengthen capacity in higher education in Sub-Saharan African universities. The book examines the conditions under which philanthropy can be effective, the impasses that foundations often face, and the novel context in which philanthropy operates today. This study therefore assesses the shifting grounds on which higher education globally is positioned and the role of global philanthropy within these changing contexts. This is especially important in a moment where higher education is once again recognized as a driver of development and income growth, where knowledge economies requiring additional levels of education are displacing economies predicated on manufacturing, and in a context where higher education itself appears increasingly precarious and under dramatic pressures to adapt to new conditions.
UNESCO Without Borders: Educational campaigns for international understanding (Routledge Research in Education)
by Aigul Kulnazarova Christian YdesenThe United Nations Educational, Scientific, and Cultural Organization (UNESCO) was established in 1945 with twin aims: to rebuild various institutions of the world destroyed by war, and to promote international understanding and peaceful cooperation among nations. Based on empirical and historical research and with a particular focus on history teaching, international understanding and peace, UNESCO Without Borders offers a new research trajectory for understanding the roles played by UNESCO and other international organizations, as well as the effects of globalization on education. With fifteen chapters by authors from cross-disciplinary and diverse geographical areas, this book assesses the global implications and results of UNESCO’s educational policies and practices. It explores how UNESCO-approved guidelines of textbook revisions and peace initiatives were implemented in member-states, illustrating the existence of both national confrontations with the new worldview promoted by UNESCO, as well as the constraints of international cooperation. This book provides an insightful analysis of UNESCO’s past challenges and also indicates promising future research directions in support of international understanding for peace and cooperation. As such, it will be of key interest to researchers, postgraduate students, academics in the fields of international and comparative education, education politics and policies, and to those interested in the historical study of international organizations and their global impact. The book will also appeal to practitioners, especially those who conduct research on or work in post-conflict societies.
UNESCO’s Utopia of Lifelong Learning: An Intellectual History (Routledge Research in Lifelong Learning and Adult Education)
by Maren ElfertWith a focus on lifelong learning, this book examines the shifts that UNESCO’s educational concepts have undergone in reaction to historical pressures and dilemmas since the founding of the organization in 1945. The tensions between UNESCO’s humanistic worldview and the pressures placed on the organization have forced UNESCO to depart from its utopian vision of lifelong learning, while still claiming continuity. Elfert interprets the history of lifelong learning in UNESCO as part of a much bigger story of a struggle of ideologies between a humanistic-emancipatory and an economistic-technocratic worldview. With a close study of UNESCO’s two education flagship reports, the Faure and Delors reports, Elfert sheds light on the global impact of UNESCO’s professed humanistic goals and its shifting influence on lifelong learning around the world.