Surveying borders, boundaries, and contested spaces in curriculum and pedagogy

The Curriculum and Pedagogy book series is an enactment of the mission and values espoused by the Curriculum and Pedagogy Group, an international educational organization serving those who share a common faith in democracy and a commitment to public moral leadership in schools and society. According...

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Bibliographic Details
Other Authors Reilly, Cole (Editor), Russell, Victoria (Editor), Laurel K. Chehayl (Editor), Morna M. McDermott (Editor)
Format Electronic eBook
LanguageEnglish
Published Bingley, U.K : Emerald Publishing Limited : Information Age Publishing, 2011.
SeriesCurriculum and pedagogy series.
Subjects
Education > Social aspects > United States.
Education > Curricula > Social aspects > United States.
Critical pedagogy > United States.
Education > Curricula.
Curriculum planning and development.
elektronické knihy
electronic books
Online AccessFull text
ISBN9781806616114
DOI10.1108/978-1-61735-522-6
Physical Description1 online resource (xxxix, 245 pages)

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Table of Contents:
  • Acknowledgements
  • The james t. Sears award
  • Foreword: Cognitive imperialism and decolonizing research: Modes of transformation / Marie Battiste
  • Introduction: Putting it together
  • Section a. Theory and practice: (in)forming (trans)forming (re)forming
  • Chapter 4. Editing crew: More than just carets / Amy Shema
  • Chapter 5. Get real: Math in the real world / Erin M. Humphries
  • Chapter 6. Looking for june cleaver: Reclaiming equity in the high school English language arts classroom / David L. Humpal
  • Section b. Transcending the confines of inside(r)/ouside(r)
  • Chapter 7. Traveling curriculum's borders: Curricular implications for schools along the texas-mexico border / Jaime Lopez
  • Chapter 8. Navigating borderlands of accountability: An autoethnographic exploration / Melissa Castañeda
  • Chapter 9. Echoes down the rabbit hole: Voices heard and lost in the land of professional development schools / Victoria Russell
  • Section c. Translating silence and noise
  • Chapter 10. Power negotiations and race-centric, race-avoidant, and seemingly race-neutral academic tasks / Myosha McAfee
  • Chapter 11. To what extent am I Part of the problem?: Strategizing identity politics while instructing a multicultural teacher education course / Cole Reilly
  • Chapter 12. Dramatic encounters: The role of the private and public in understandings of social justice through conflict / Antonino Giambrone
  • Section d. Troubling capital and deficit
  • Chapter 13. Border inquiry / Melina Martinez
  • Chapter 14. The influence of West African languages on african American vernacular: Ebonics crisis in oakland, california revisited / Michael Takafor Ndemanu
  • Chapter 15. Literacy sin fronteras: Deconstructing borders for language and cultural inclusion / Elva Reza-López, Blanca Caldas Chumbes, and Christian Belden
  • Chapter 16. Anti-racist teacher education curriculum: Toward a reconceptualization of the racial framework of prospective teachers / Nicole V. Williams. Epilogue: A Funny Thing Happened on the Way to Editing this Book: Considering Borders & Boundaries Between "Public" & "Art" in Framing Arts-Based Education Research. Afterword: Something about Hats: Teaching, Researching, and Teaching Research for Understanding
  • About the editors
  • About the contributors.

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