rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Making a spectacle
    sub title: examining curriculum/pedagogy as recovery from political trauma
  name:
    name part: Ruby, Megan
    role:
      role term: editor.
  name:
    name part: Angelo-Rocha, Michelle
    role:
      role term: editor.
  name:
    name part: Hickey, Mark
    role:
      role term: editor.
  name:
    name part: Agosto, Vonzell
    role:
      role term: editor.
  type of resource: text
  genre: bibliography
  genre: elektronické knihy
  genre: electronic books
  origin info:
    place:
      place term: enk
    date issued: 2020
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource (304 pages)
  abstract: "This book edition offers a collection of scholarship and reflections that goes beyond theoretical conversations. This volume opens the door for a dialog not only by scholars but also by educators, activists, and students who believe in inclusive and equal access to education for all individuals regardless of race, ethnicity, immigration status, gender, sexuality, religion, and other identities. In this volume, the authors examine curriculum and pedagogy as a tool for recovery from political trauma and healing. We used this as an opportunity to confront some of the politically shameful situations affecting educational environments, homes, neighborhoods, enclaves, and regions marked by socioeconomic inequality. We present wide-open questions: How are educators and school leaders learning to interact with one another, students, their families, and community while facing increased mass school shootings, police violence, racial profiling, unequal access to education and basic needs during a pandemic (COVID-19), and other forms of sociopolitical stress influenced by discrimination, institutional racism, and White nationalism? What curricular and pedagogical geographies are educators and students afforded through which to process their emotional responses to ecological or political activities witnessed in schools and their surrounding areas? These chapters and reflections/perspectives represent a diversity of positionalities within critical intersections of power and privilege as they relate to identity, culture, and curriculum and social justice, schools, and society"--
  table of contents: Introduction -- Section I. Recovery from political trauma through resistance -- Chapter 1. Performing nepantla: Spanglish as visual art practice in the rio grande valley borderlands / Joellyn Sanchez, Ivan Cantu, Monica Varela, Maricela Casas, Maritzabel Salinas and Christen Sperry García -- Chapter 2. Reflecting back / Kelly P. Staniunas -- Chapter 3. Living art out loud: Performances at the texas tech university public art collection / G. Dean McBride -- Chapter 4. Pluribus vs. Unum as values in citizenship education / Eleni Mousena -- Section II. Issues surrounding American gun violence and its normalization in schools -- Chapter 5. Only a drill / Emily Marie Passos Duffy -- Chapter 6. Caught in the political machine: Educators and active-shooter drills / Jessica O'Brien and Vonzell Agosto -- Chapter 7. So used to trauma, so calm / Samuel J. Tanner -- Chapter 8. Grant, martin, garner, rice, and teaching on / Brian Gibbs -- Section III. Healing political trauma through art expression -- Chapter 9. Restorative (re) creation(s): Releasing thoughts and perspectives through counter-cartography / Bretton A. Varga and Kiara Flores -- Chapter 10. When the airborne toxic event broke new orleans' levees / David R. Fisher -- Chapter 11. The critical, posthumanities as a lens for curriculum theorizing: Trauma-informed curriculum in a more-than-human, more-than-critical world / Mary Newbery -- Section IV. Lived experiences with political trauma survivors -- Chapter 12. Reflection: Recently arrived--still under-served: Language learning and teaching in the shadows / Michelle Angelo-Rocha, Lisa Armstrong, Ann Marie Mobley, and Dionne Davis -- Chapter 13. Intentional caregiving through love and cariño: Mixed status families responding to issues of ice and im/migration / Larisa Callaway-Cole -- Chapter 14. Reflection: A testimonio of political trauma: Coyote meets his match / Paul Perez-Jimenez -- Chapter 15. Patrick stays silent: East African refugee transition in American edu…
  note: edited by Megan Ruby, Oklahoma State University, Michelle Angelo-Rocha, University of South Florida, Mark Hickey, Oklahoma State University, Vonzell Agosto, University of South Florida.
  note: Plný text je dostupný pouze z IP adres počítačů Univerzity Tomáše Bati ve Zlíně nebo vzdáleným přístupem pro zaměstnance a studenty
  note: Includes bibliographical references.
  subject:
    geographic code: n-us---
  subject:
    topic: Education
    topic: Curricula
    geographic: United States
  subject:
    topic: Curriculum change
    geographic: United States
    topic: Political aspects
  subject:
    topic: Educational equalization
    geographic: United States
  subject:
    topic: Critical pedagogy
    geographic: United States
  subject:
    topic: Political trauma
  subject:
    topic: Education
    topic: Educational Policy & Reform
    topic: General
  subject:
    topic: Educational strategies and policy
  classification: 375.000973
  classification: 37.06
  related item:
    title info:
      title: Curriculum and pedagogy series
  identifier: 9781806605019
  identifier: https://proxy.k.utb.cz/login
  access condition: Plný text je dostupný pouze z IP adres počítačů Univerzity Tomáše Bati ve Zlíně nebo vzdáleným přístupem pro zaměstnance a studenty
  record info:
    record content source: DLC
    record creation date: 200928
    record change date: 20250607103230.0
    record identifier: em-9781806605019
    language of cataloging:
      language term: eng